This Is The Mark Schemes And Teacher Guidance For The PUMA .
This is the mark schemes and teacher guidance for thePUMA Key Stage 3 Autumn and Spring tests: UPDATEDSept 2017This free teacher guidance provides what you need to administer and markthe Autumn and Spring tests. It contains the: curriculum maps of content covered in the tests mark schemes and marking guidance for the tests facility values for test questions, and raw score to standardised score conversion tables.More extensive teacher guidance will be provided in the full PUMA Stage 3Manual, which will be published in Spring 2018, together with the PUMAtests for Summer. The PUMA Stage 3 Manual will also include the followinginformation, to assist you when using PUMA across the whole key stage: strand level performance information age-standardised scores, mathematics ages and Hodder Scale scores forpredicting progress further information about interpreting and analysing results technical information about the standardisation answers and mark schemes for the PUMA Summer tests.In Spring 2017 the mark sheets and question level analysis for the Spring testswill be available as part of the online analysis and reports service.To order your PUMA Key Stage 3 Summer test papers and manual visitwww.risingstars-uk.com/pumaks3
Hodder and Stoughton Ltd 2017First published in 2017 byRS Assessment from Hodder Education, part of the Hodder Education GroupAn Hachette UK CompanyCarmelite House50 Victoria EmbankmentLondonEC4Y 0DZwww.rsassessment.com
Colin McCartyCaroline CookepumaProgress csAssessmentAssessmentManualSTAGE 3Stage1Years 7–9ReceptionYear 1Autumn and Spring tests:Year 2Test guidance and mark schemes
pumaContents1 Introduction 3Why use PUMA? 3PUMA Stage 3 curriculum maps 5PUMA 7 Autumn and Spring 5PUMA 8 Autumn and Spring 7PUMA 9 Autumn and Spring 92 Administering the PUMA tests 11When to test 11Group size 11Timing 11Preparation 11Administering the test 123 Answers and mark schemes 13Marking the answers 13Finding the total raw score 13Profiling performance by strand 13Answers and mark scheme: PUMA 7 Autumn 14Answers and mark scheme: PUMA 7 Spring 18Answers and mark scheme: PUMA 8 Autumn 22Answers and mark scheme: PUMA 8 Spring 27Answers and mark scheme: PUMA 9 Autumn 32Answers and mark scheme: PUMA 9 Spring 374 Standardised scores for PUMA 41PUMA 7 Autumn and Spring 41PUMA 8 Autumn and Spring 43PUMA 9 Autumn and Spring 45
puma1 IntroductionProgress in Understanding Mathematics Assessment (PUMA) provides astandardised assessment of a pupil’s mathematics attainment and a profileof mathematics skills which helps you identify those pupils who may needfurther teaching and practice, as well as enabling you to celebrate success.PUMA is designed for whole-class use, with pupils of all abilities.Written to the National Curriculum 2014, PUMA is designed to be usedtowards the end of each term in each school year of Key Stages 1, 2 and 3in order to measure and monitor pupils’ progress and to provide reliablepredictive and diagnostic information. Separate tests are available for each ofthe autumn, spring and summer terms in Years 1 to 9.The tests are simple and quick to administer, and straightforward to mark.In Key Stage 3, each test is designed to take 60 minutes and is divided intotwo sections: Section A: non-calculator – 30 minutes Section B: calculator – 30 minutesThe tests provide thorough coverage of the National Curriculum 2014Programme of Study. Curriculum maps, breaking down the National Curriculuminto new content for each year and term, are available in this guidance, startingon page 5. The tests assess a range of content for mathematics as specified in theKey Stage 3 Programme of Study. The Autumn tests also assess key underpinningcontent from the previous year, if any. Spring and Summer tests include contentfrom the previous term, and Year 9 includes aspects of Foundation GCSEs.All the schools taking part in the initial trialling and standardisation followedthese curriculum maps, to ensure that the pupils were fully prepared for thetests. This ensured that the standardisation was based on pupils who hadfollowed the relevant curriculum and that the outcomes were valid.Why use PUMA?Using PUMA provides many benefits. First, PUMA gives valuable summativeinformation, for example: PUMA uniquely provides three carefully designed tests for each year. Thisenables you to follow the progress of your pupils from term to term, as wellas from year to year throughout Key Stages 1, 2 and 3. Scores have been calibrated onto the Hodder Scale to allow you to see smallincrements of progress from term to term and to compare progress againstnational norms. The Hodder Scale was developed to provide a decimal scalethat has proved to be an extremely useful measure to monitor and predictsmall increments of progress from term to term. The Hodder Scale is now anindependent progress measure.1 Introduction3
PUMA test scores help you to set appropriate and meaningful targets foryour pupils and to monitor pupils’ progress. PUMA tests can provide you with an external reference for end of terms andend of years, so that you may report your value added term by term, as wellas monitoring to ensure pupils are on target.PUMA also has a diagnostic capability and, therefore, allows you toinvestigate strengths and weaknesses of your pupils’ mathematics skills. Toenable you to use the information gained in this formative way, total scoreson the tests can be broken down into distinct aspects of mathematics, giving auseful profile which reflects the strands of the National Curriculum 2014.The strands used in PUMA Stage 3 are: number algebra (Years 8 and 9) ratio, proportion and rates of change geometry and measures probability (Years 8 and 9) statistics.PUMA systematically assesses pupils’ mathematics skills and knowledge. Thebalance of the questions assessing these strands remains fairly constant as thetests become more demanding, helping you to pinpoint where pupils may beunder-performing or making excellent progress.41 Introduction
pumaPUMA Stage 3 curriculum mapsPUMA 7 AutumnStrandNUMBER (N)SubstrandN1 The number systemContent N2 Calculation Use the four operations applied to integers.Use square numbers and recognise them as a power of 2. Use the number line as a model for ordering of the realnumbers. Change freely between related standard units (e.g. time, lengthand mass).G1 Measurement Calculate and solve problems involving perimeters of 2-D(rectilinear) shapes.G2 Shape Use language and properties precisely to analyse 2-D and3-D shapes.G3 Transformations Identify line symmetry in 2-D shapes. Construct and interpret tables, charts and diagrams includingpictograms for categorical data.N3 Fractions, decimals andpercentagesALGEBRA (A)Consolidate their numerical and mathematical capability fromKey Stage 2.Understand and use place value for decimals, measures andintegers of any size.Order decimals.Use the symbols , , , , and .Use standard units of length, including with decimal quantities.Use the concepts and vocabulary of factors (or divisors).Extend their understanding of the number system and placevalue to include decimals.A1 MethodsA2 GraphsA3 SequencesRATIO, PROPORTIONAND RATES OFCHANGE (R)R1 RatioR2 ProportionR3 Rates of changeGEOMETRY ANDMEASURES (G)PROBABILITY (P)STATISTICS (S)1 Introduction5
PUMA 7 SpringStrandNUMBER (N)SubstrandN1 The number systemContent Order positive and negative integers and fractions.Use standard units of mass including with decimal quantities.Round numbers and measures to an appropriate degree of accuracy(e.g. to a number of decimal places).Use the concepts and vocabulary of multiples. Use the four operations, including formal written methods, appliedto integers – both positive and negative (addition and subtractiononly for negative integers). Express one quantity as a fraction of another, where the fraction isless than 1.G1 Measurement Draw and measure line segments and angles in geometric figures.G2 Shape Apply the properties of angles at a point, angles at a point on astraight line and vertically opposite angles.Begin to reason deductively in geometry.N2 CalculationN3 Fractions, decimalsand percentagesALGEBRA (A)A1 MethodsA2 GraphsA3 SequencesRATIO, PROPORTIONAND RATES OFCHANGE (R)R1 RatioR2 ProportionR3 Rates of changeGEOMETRY ANDMEASURES (G) G3 Transformations Identify properties, and describe the results, of translations appliedto given figures (no vectors). Construct and interpret bar charts for categorical data.PROBABILITY (P)STATISTICS (S)61 Introduction
PUMA 8 AutumnStrandNUMBER (N)SubstrandContentN1 The number system Use the concepts and vocabulary of common factors andcommon multiples.N2 Calculation Use the four operations applied to integers (including formalwritten methods), both positive and negative.N3 Fractions, decimalsand percentages Define a percentage as ‘a number of parts per hundred’.Interpret percentages and percentage changes as fractionsor decimals.Interpret fractions as operators. Substitute numerical values into formulae and expressions,including scientific formulae. Express one quantity as a fraction of another, where the fraction isless than 1. Describe, sketch and draw using conventional terms and notations:points, lines, parallel lines, perpendicular lines, right angles, regularpolygons and other polygons that are reflectively and rotationallysymmetric.PROBABILITY (P) Record, describe and analyse the frequency of outcomes of simpleprobability experiments involving randomness, fairness, equally andunequally likely outcomes, using appropriate language and the 0–1probability scale.STATISTICS (S) Describe, interpret and compare observed distributions of a singlevariable through appropriate measures of central tendency (mean,mode, median) and spread (range).ALGEBRA (A)A1 MethodsA2 GraphsA3 SequencesRATIO, PROPORTIONAND RATES OFCHANGE (R)R1 RatioR2 ProportionR3 Rates of changeGEOMETRY ANDMEASURES (G)G1 MeasurementG2 ShapeG3 Transformations1 Introduction7
PUMA 8 SpringStrandNUMBER (N)ALGEBRA (A)SubstrandContentN1 The number system Use standard units of time, money and other measures, includingwith decimal quantities.N2 Calculation Understand and use priority of operations including bracketsand powers.Recognise powers of 2, 3, 4 and 5.N3 Fractions, decimalsand percentages Interpret percentages as operators.A1 Methods Use and interpret algebraic notation, including:ab in place of a b3y in place of y y y and 3 ybrackets.Simplify and manipulate algebraic expressions to maintainequivalence by:collecting like termsmultiplying a single term over a bracket.Understand and use standard mathematical formulae.Use algebraic methods to solve linear equations in one variable. A2 Graphs Find approximate solutions to contextual problems from givengraphs of a variety of functions. Use ratio notation, including reduction to simplest form.Divide a given quantity into two parts in a given part:part orpart:whole ratio.Express the division of a quantity into two parts as a ratio.A3 SequencesRATIO, PROPORTIONAND RATES OFCHANGE (R)R1 Ratio R2 ProportionR3 Rates of changeGEOMETRY ANDMEASURES (G)G1 MeasurementG2 ShapeG3 TransformationsPROBABILITY (P)STATISTICS (S)81 Introduction Derive and use the sum of angles in a triangle and use it to deducethe angle sum in any polygon, and to derive properties of regularpolygons.
PUMA 9 AutumnStrandNUMBER (N)SubstrandContent Use approximation through rounding to estimate answers.N3 Fractions, decimalsand percentages Solve problems involving percentage change, including simpleinterest in financial mathematics.A1 Methods Use algebraic methods to solve linear equations in one variable(including all forms that require rearrangement).Rearrange formulae to change the subject.Simplify and manipulate algebraic expressions to maintainequivalence by taking out common factors.N1 The number systemN2 CalculationALGEBRA (A) A2 Graphs Recognise, sketch and produce graphs of linear functions of onevariable with appropriate scaling, using equations in x and y andthe Cartesian plane.R3 Rates of change Use compound measures such as unit pricing to solve problems.G1 Measurement Calculate and solve problems involving perimeters of 2-D shapes(including circles) and areas of circles. Describe simple mathematical relationships between twovariables (bivariate data) in observational and experimentalcontexts and illustrate using scatter graphs.A3 SequencesRATIO, PROPORTIONAND RATES OFCHANGE (R)GEOMETRY ANDMEASURES (G)R1 RatioR2 ProportionG2 ShapeG3 TransformationsPROBABILITY (P)STATISTICS (S)1 Introduction9
PUMA 9 SpringStrandNUMBER (N)SubstrandContentN1 The number system Use the concepts and vocabulary of highest common factor, lowestcommon multiple, prime factorisation, including using productnotation and the unique factorisation property.N2 Calculation Use integer powers and associated real roots (square, cube andhigher).A2 Graphs Calculate and interpret gradients and intercepts of graphs of linearequations numerically, graphically and algebraically.A3 Sequences Recognise geometric sequences and appreciate other sequencesthat arise. Understand and use the relationship between parallel lines andalternate and corresponding angles.N3 Fractions, decimalsand percentagesALGEBRA (A)A1 MethodsRATIO, PROPORTIONAND RATES OFCHANGE (R)R1 RatioGEOMETRY ANDMEASURES (G)G1 MeasurementR2 ProportionR3 Rates of changeG2 ShapeG3 TransformationsPROBABILITY (P)STATISTICS (S)101 Introduction
puma2 Administering the PUMA testsWhen to testThe PUMA tests should ideally be used just before the end of term, as theyhave been designed to assess the National Curriculum objectives presented inthe PUMA curriculum map for that term.Since the standardisation tests were given in late November, March/April andlate June, similar timings will produce the most dependable data; but, if thesubject content has been taught, the timing is not critical.Group sizeYou can administer the tests to whole classes or large groups if you feelcomfortable doing so.TimingA maximum time of 60 minutes for the tests is advised, with approximately30 minutes for Section A and 30 minutes for Section B.PreparationEach pupil will need the appropriate test booklet plus a pen, a pencil, aneraser, a ruler and paper for additional rough working. Additional sheets areavailable on demand. For Section A, no calculators should be used. ForSection B, calculators may be used.Before the test, explain the following key points to pupils. Pupils should attempt all the questions. Pupils should write their answers clearly. If they change their mind, theyshould cross out or rub out the wrong answer and write in the new answer. If pupils find a question hard, they should have a go and then move on tothe next one: they should not spend too long on questions they cannotanswer. If pupils have problems, they should ask for help by raising their hand.2 Administering the PUMA tests11
Administering the testGive each pupil a test booklet. Ask them to write their names, gender, date ofbirth and the date of the test on the front cover.If any pupils are uncertain about what they have to do, you may give someadditional explanation to help them understand the requirements of the test,but do not help with the mathematical content of the question.If the results are to be reliable, it is important that the pupils work alone,without copying from each other or discussing their answers. Remind pupilsof this if necessary.122 Administering the PUMA tests
puma3 Answers and mark schemesOnce the pupils have completed the test, their answers may be marked usingthe answers and mark schemes found in this guidance.Marking the answers Mark boxes in the right-hand margins of each test booklet indicate where amark can be gained. Some questions have more than one part, or attract more than one mark,so you should follow the mark scheme carefully, using your professionaljudgement if necessary. Any clear indication of the answer is acceptable irrespective of whatwas asked for, e.g. a tick or a circle. If more answers than required havebeen circled or ticked, the mark should not be awarded except if it isclearly indicated that an incorrect response was initially made and thencorrected. For scores to be valid, you should not award half marks.Finding the total raw scoreTo help with marking and collating the data, page totals may be recorded atthe bottom right corner of each page of the test booklet. Simply add up theticks on a page and write the page total in each box. You can then sum thepage scores to find the pupil’s total raw score.Profiling performance by strandThe code letters shown above each mark box may be used to profile the pupil’sperformance by strand. Total the number of correct answers the pupil hasobtained in each coded strand (i.e. N, A, R, G, P, S) and make a note of thesestrand scores in the boxes on the front cover of the test booklet.3 Answers and mark schemes13
Answers and mark scheme:Year 7 AutumnpumaSection A – Calculators may NOT be usedQnAnswer and marking guidanceCurriculum reference1Award one mark for: 12 681 734N, N1 The number system782Award one mark for: 0.005 km 5010 mm505 cm 5.1 m 6 mN, N1 The number system233(a) Award one mark for: 15 5 600 5N, N1 The number system76(b) Award one mark for:N, N2 Calculation401175 1150 (c) Award one mark for: 600 50 6 5Facility %39 4Award one mark for: 14N, N1 The number system;N, N2 Calculation575Award one mark for: 416.39N, N1 The number system456(a) Award one mark for: 1N, N2 Calculation57(b) Award one mark for: 1217871(a) Award one mark for: 5600 (m)R, R1 Ratio(b) Award one mark for: 8.5 (m)62(c) Award one mark for: 47 (mm)50(a) Award one mark for: 10.1N, N1 The number system(b) Award one mark for: 0.2669Award one mark for: 16.4410Award one mark for:11(a) Award one mark for: Always true N, N1 The number system835 1000N, N1 The number system61G, G2 Shape65(a) Award one mark for: 15839S(b) Award one mark for: 4313148590(b) Award one mark for: Sometimes true1254Award one mark for: 62 (cm)Answers and mark scheme: Year 7 Autumn6843G, G1 Measurement40
QnAnswer and marking guidanceCurriculum reference14Award one mark for:N, N1 The number system5085.27 3.435 67.99 69.77 Facility %15Award one mark for an explanation that showsthat 7475 325 will give the answer.N, N2 Calculation4416(a) Award one mark for: 72 (cm)G, G1 Measurement21(b) Award one mark for: 54 (cm)1617Award one mark for: 2018Award one mark for: 0.75 km or 750 m15N, N1 The number system21N, N1 The number system50Must show units to get the mark.19Award one mark for: 60N, N1 The number system4220(a) Award one mark for: 20S83(b) Award one mark for: 838Section B – Calculators MAY be used21(a) Award one mark for: 6(b) Award one mark for:22Award one mark for: 923(a) Award one mark for:N, N1 The number system 910007157 G, G2 Shape49G, G3 Transformations77Accept slight inaccuracies as long as theintention is clear.(b) Award one mark for:84Accept slight inaccuracies as long as theintention is clear.Answers and mark scheme: Year 7 Autumn15
QnAnswer and marking guidanceCurriculum reference24Award one mark for: 5.294N, N3 Fractions, decimalsand percentages6925Award one mark for: 235 cmN, N1 The number system36N, N3 Fractions, decimalsand percentages58S80N, N1 The number system53R, R1 Ratio27 Facility %Accept 235 cm written in box.26(a) Award one mark for: 7.817(b) Award one mark for: 7.83227Award one mark for: 2328Award one mark for: 229(a) Award one mark for:48400 mm600 mm800 mm131400 mm600 mm800 mm21270or28(b) Award one mark for: 3.2 (m)30Award one mark for: 14.2731Award one mark for: 232N, N1 The number system43N, N2 Calculation66Award one mark for: 356Do not accept10N, N3 Fractions, decimalsand percentages3333Award one mark for: 36.5 (cm)G, G1 Measurement3434(a) Award one mark for: 3 752 000N, N1 The number system60 (b) Award one mark for: 3 800 00049(c) Award one mark for: 3 752 4006335Award one mark for: 14.75N, N1 The number system4936(a) Award one mark for: 99N, N2 Calculation77(b) Award one mark for: 003747(a) Award one mark for any even squarenumber.N, N1 The number system(b) Award one mark for an explanation thatshows:3042 not all multiples of 3 are multiples of 9 a counter-example, e.g. 6 is a multiple of 3,but 9 is not a factor of 63816Award one mark for: 3.6 km 3600 m Answers and mark scheme: Year 7 AutumnR, R1 Ratio60
QnAnswer and marking guidanceCurriculum reference39Award one mark for: 25.6G, G1 Measurement4640(a) Award one mark for: 25S60(b) Award one mark for: You cannot tellFacility % (c) Award one mark for:6722Statement 1: trueStatement 2: possibly trueStatement 3: not trueAnswers and mark scheme: Year 7 Autumn17
Answers and mark scheme:Year 7 SpringpumaSection A – Calculators may NOT be usedQn Answer and marking guidanceCurriculum referenceFacility %1Award one mark for: 660N, N1 The number system802(a) Award one mark for:N, N3 Fractions, decimalsand percentages90N, N2 4 2.616Allow one transcription error if the other fournumbers are correct.(b) Award one mark for: 2.27456(c) Award one mark for: 2.384 2.6163Numbers can be given in either order.(a) Award one mark for: 44(b) Award one mark for: 1(a) Award one mark for: 45 , /– 2 5(b) Award one mark for: 155 , /– 2 (a) Award one mark for: 0.005 km G, G3 Transformations82G, G1 Measurement7276N, N1 The number system444547(b) Award one mark for:60.7 m7 mm0.7 cm70 m0.07 km7 cm0.07 m70 cm(a) Award one mark for: 70 490N, N1 The number system48Accept any number in place of 084(b) Award one mark for: 68 3077(a) Award one mark for: 2058(b) Award one mark for: 9520(a) Award one mark for: 7.8 (kg)N, N2 Calculation39N, N1 The number system4657(b) Award one mark for: 509(a) Award one mark for: 2(b) Award one mark for: length 3 cm;width 2 cmAccept length and width reversed.18Answers and mark scheme: Year 7 Spring49G, G2 Shape4867
Qn Answer and marking guidanceCurriculum referenceFacility %10Award one mark for: 60 G, G2 Shape6311(a) Award one mark for: 30S83(b) Award one mark for: 45 (minutes)73N, N1 The number system414213(c) Award one mark for: 115 (minutes)Award one mark for:17235212346Also accept equivalent fractions, e.g.:6789101212121212(a) Award one mark for: 7N, N1 The number system413214(b) Award one mark for:5 15 8 2413 14 15 24 24 24or a written explanation that shows usingcorrect equivalent fractions, e.g. twenty-fourths.(a) Award one mark for: 25 (cm)G, G1 Measurement15(b) Award one mark for: 37.5 (cm)(a) Award one mark for: 122 ( )G, G2 Shape3247N, N2 Calculation53581216(b) Award one mark for: 147 ( )Award one mark for:7 10 7 107 700 1000 1029Section B – Calculators MAY be used1718(a) Award one mark for: 169N, N2 Calculation(b) Award one mark for: 4 25 365(a) Award one mark for:12(b) Award one mark for an explanation thatshows:6144R, R1 Ratio24 – (10 6) 8 There are 8 plain doughnuts3of 24 9838 9 so of the doughnuts cannot be plain83because of 24 is 982(c) Award one mark for:584Acceptor2010Answers and mark scheme: Year 7 Spring61262019
Qn Answer and marking guidanceCurriculum referenceFacility %19(a) Award one mark for: 371N, N1 The number system73(b) Award one mark for:N, N2 Calculation65G, G1 Measurement66840 000 84 10 00084 7 12so 84 7 12 10 000or840 000 7 120 00020211(cm)21(b) Award one mark for: 6.5 or 6 (cm)2(a) Award one mark for: 52 ( )(a) Award one mark for: 8.5 or 873G, G2 Shape(b) Award one mark for: 106 ( )22Award one mark for:6752N, N1 The number system91N, N1 The number system20N, N1 The number ward one mark for:to the nearest ten thousand to the nearest thousand24 (a) Award one mark for:18 36 54 6072(b) Award one mark for:3 8 95818 2425Award one mark for: 9.65 mG, G1 Measurement6726(a) Award one mark for: 267(b) Award one mark for:18S50R, R1 Ratio83(a) Award one mark for:G, G3 Transformations5827Square A to square B 3 squares right and4 squares downSquare A to square C 3 squares right and1 square downSquare A to square E 1 square right and2 squares downSquare C to square E 2 squares right and2 squares down76(b) Award one mark for: C28(a) Award one mark for: 432(b) Award one mark for:1 box of 15 cans and 5 packs of 4 cans of cola 20Answers and mark scheme: Year 7 SpringN, N2 Calculation8059
Qn Answer and marking guidance29(a) Award one mark for: 848Curriculum reference920Facility %N, N1 The number system(b) Award one mark for an explanation thatshows the numbers in the sequence are allmultiples of 85246And 87 740 cannot be divided by 887 740 8 10 967.530(a) Award one mark for: 65.7 CN, N2 Calculation(b) Award one mark for a correct possibleanswer, e.g.552764 125 331Negative numbers must be in the left andright boxes and will always have a differenceof 2, check number in centre box.Award one mark for: 32All three answers correct for the award of the mark.(a) Award one mark for: 6.255 (km)N, N2 Calculation38(b) Award one mark for: 0.25 (kg)62(c) Award one mark for: 11 775 (g)38N, N1 The number systemAnswers and mark scheme: Year 7 Spring6321
Answers and mark scheme:Year 8 AutumnpumaSection A – Calculators may NOT be usedQn1Answer and marking guidanceCurriculum referenceFacility %(a) Award one mark for clear indication ofShape A only.G, G2 Shape85(b) Award one mark for: 24 cmG, G1 Measurement44G, G3 Transformations82N, N1 The number system66Do not accept 24(c) Award one mark for: AE2(a) Award one mark for: 3 and(b) Award one mark for: 153and 3070(a) Award one mark for:A, A3 SequencesDouble the number then subtract 2 Subtract 1 then double the number (b) Award one mark for: –160461.253644(a) Award one mark for two fifths (numbersor words).6or other non-specifiedDo not accept15equivalents.R, R1 Ratio44(b) Award one mark for: 25N, N3 Fractions, decimalsand percentages76A, A1 Methods69(c) Award one mark for selection of the seconddiagram only.57BillTess5(a) Award one mark for: 30(b) Award one mark for:Force 20 Distance 475 (c) Award one mark for: 100 256(a) Award one mark for: 16 and Pershore64N, N2 Calculation(b) Award one mark for: Katesbridge and 6 orEdinburgh and 4(c) Award one mark for: –97(a) Award one mark for: 45(b) Award one mark for: 0.8 or 0.80(c) Award one mark for: 1822Answers and mark scheme: Year 8 Autumn5447S55R, R1 Ratio72N, N3 Fractions, decimalsand percentages7665
QnAnswer and marking guidanceCurriculum reference(a) Award one mark for:Angle PSR Angle RQPPS is equal in length to QR(b) Award one mark for: 8.5(c) Award one mark for: 157 G, G2 Shape50G, G1 Measurement41G, G2 Shape72N, N3 Fractions, decimalsand percentages41(b) Award one mark for: 28N, N2 Calculation2110(a) Award one mark for: 3(b) Award one mark for:Maya did not do enough rolls to decidewhether the dice is fair or not. P403911(a) Award one mark for: 63, 69(b) Award one mark for: 60, 67A, A3 Sequences898989Facility % (a) Award one mark for:Percentage of earnings20102168(c) Award one mark for: 71, 80, 891237Award one mark for the fact column completelycorrect.DiagramG, G2 Shape45FactDABIgnore additional text, provided it is notcontradictory.Answers and mark scheme: Year 8 Autumn23
Section B – Calculators MAY be usedQnAnswer and marking guidanceCurriculum reference13Award one mark for: 41.35A, A1 Methods7914(a) Award one mark for:N, N3 Fractions, decimalsand percentages20138 23 then 7 7 138 then 23 (b) Award one mark for: 2151(c) Award one mark for: or one eighth8Do not accept equivalents.15(a) Award one mark for:Facility %72R, R1 Ratio52N, N3 Fractions, decimalsand percentages12 (b) Award one mark for exactly 42 smalltriangles shaded, i.e. 6 not shaded.16(a) Award one mark for: 10.20 or 10.2044R, R2 Proportion81Do not accept 10.2, 10.2, 1020 or 1020pence.19(b) Award one mark for the table completedcorrectly:Number ofdownloadsTotalpayment110021584 pence400pence 86.32Accept 4p, 0.04Do not accept 4 or 4, or 21.5817(a) Award one mark for: 2152(b) Award one mark for: 2453(c) Award one mark for the table ys thesameGoesdown Mode Range Answers and mark scheme: Year 8 Autumn
QnAnswer and marking guidanceCurriculum reference18Award one mark for correctly matching A with S,B with R, and D with T.PStatementABCDEArrowSRQTPFacility %49Award one mark for correctly matching C withQ and E with P.19(a) Award one mark for: 4A, A3 Sequences(b) Award one mark for: 220477031(a) Award one mark for clear indication of 7 and210 only.N, N1 The number system(b) Award one mark for:1739card A 14, 56, 70 or 98and card B 84No additional incorrect values for A or B.Ignore any values written elsewhere on theVenn diagram.(c) Award one mark for:Common multiples 212265Award one mark for each value correctly entered:CentigradeFahrenheit10028237.6108A, A1 Methods5655(a) Award one mark for correctly completing thetable:DataMeanRange3, 5, 7, 9, 1178S(b) Award one mark for five suitable values(totalling 50, range of 8):DataMeanRangee.g. 6, 8, 10,12, 141084821Allow the use of the same value several times,e.g. 6, 10, 10, 10, 14(c) Award one mark for six suitable values(totalling 60, range of 8):DataMeanRangee.g. 6, 8, 10,10, 12, 1410814Allow the use of the same value several times,e.g. 6, 10, 10, 10, 10, 14Answers and mark scheme: Year 8 Autumn25
QnAnswer and marking guidanceCurriculum reference23(a) Award one mark for the table correctlycompleted:SStatementTrueMore than half sendand receive emails inevery age range 75 and over only useInternet phone calls tokeep in touch with theirchildren (b) Award one mark for the table correctlycompleted:15NotNotTrue enoughtrueevidenceStatementBoth males and femalessend emails every day One quarter of males usethe Internet every week tomake phone/video calls The perce
In Spring 2017 the mark sheets and question level analysis for the Spring tests . Answers and mark scheme: PUMA 9 Autumn 32 Answers and mark scheme: PUMA 9 Spring 37 4 Standardised scores for PUMA 41 . and
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̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Matthew 27 Matthew 28 Mark 1 Mark 2 Mark 3 Mark 4 Mark 5 Mark 6 Mark 7 Mark 8 Mark 9 Mark 10 Mark 11 Mark 12 Mark 13 Mark 14 Mark 15 Mark 16 Catch-up Day CORAMDEOBIBLE.CHURCH/TOGETHER PAGE 1 OF 1 MAY 16 . Proverbs 2—3 Psalms 13—15 Psalms 16—17 Psalm 18 Psalms 19—21 Psalms
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
