Maths 1 Paper 16

Q1-Q5.

The pie chart shows data of number of computers pupils have at home.

Q1.

Percentage of pupils who have at least one computer is shown as the:

(blue section + pink section)
Blue + pink section is of the circle ('' by 100 to change to %]

100

75%

[Percentage of pupils with at least 1 computer

Q2.

75%]

Pink section shows fraction of pupils with more than one computer:
Pink section is of the circle.
[Fraction of pupils with more than one computer =

Q3.

The purple section shows number of pupils with no computer at home:

Purple section is of the circle

[32 pupils in total]

[Times by 32 to get number of children with no computers]

32

8 pupils

[Number of pupils with no computers

8]

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Maths 1 Paper 16
Q4.

The blue & pink section shows number of children with at least one
computer:
Blue & pink section

of the circle

[32 pupils in total]

[Times by 32 to get number of children with at least one computer]

[32

24]

[Easiest way is to work out of 32 and multiply by 3 to get of 32]

[Number of children with at least one computer
Q5.

24]

The easiest way to complete this problem is to use long division:

890

31

318
6
2
2

2
9
2
7
4
2

28r 22

[using long division]

8r22
0
0
8
2

We can see there is a remainder of 22. So what can we add to the

remainder 22 to make 31 (the divisor)?
22

[9]

31 or

[ 31

22

9]

This means adding '9' to 890 will make it divisible by '31'.

[Number to add to 890
Q6.

9]

Working out SUM means add the numbers together.

(Best to use column addition to work it out)
[47

48

49

144]

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Maths 1 Paper 16
Q7.

MEAN means total the numbers and divide by how many numbers.
[(47

48

49)

[144

48]

48]

[Mean
Q8.

3]

RANGE means biggest number minus smallest number.

[49

[Range

47

2]

2]

Q9-Q13.

Use the diagram below to answer the following questions.

Q9.

Swimming pool is a rectangle:

Area of a rectangle
[Area of swimming pool

=
=

length
50m
=

width
20m

1000m]

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Maths 1 Paper 16
Q10.

Complex is a rectangle:
Area of the whole complex = length

width

(Remember to add the 10m pathway all around the sides of the pool)
Length of the complex = 50m + (10m + 10m)
[Add the 10m on both sides of the length]

= 70m

Width of the complex = 20m + (10m + 10m)

[Add the 10m on both sides of the width]

= 40m

Area of complex =
=

length
70m

[Area of complex =
Q11.

Area of pool
1000

1800m]

Perimeter of the swimming pool (rectangle):

(2 length of pool)

2 50

100

Q13.

width
40m

2800m]

Area of the pathway = Area of complex

=
2800
[Area of pathway

Q12.

(2 width of pool)
2 20

40

[Perimeter of pool

140m]

Total length of the wall

(2 length of complex) +
2 70
+
140

the perimeter of the complex

(2 width of complex)
2 40

80

[Total length of the wall =

220m]
4

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Maths 1 Paper 16
Q14.

Subtract 2.57 from 20.00

[change the pounds into pennies]

[2000p

257p

1743p]

This is the price for 7 metres of material. To work out the price per
metre, divide your answer by '7'. Use direct proportion to work out
price for 1 metre of the material.
7 metres of material

1743

Divide both sides by '7' to work out price for 1 metre of material.
1 metre of material

1743

[Price for 1 metre of material =

7 = 249 or [2.49]

2. 49]

Q15-18.

You will have to use a lot of imagination here to figure out which cube
goes with the nets given. Take your time and think carefully about the
positioning of the different shades or 'fills' shown on the cubes and
look for the same pattern or positioning of the 'fills' in the nets.

Q15.

[B]

Q16.

[A]

Q17.

[NONE]

Q18.

[C]

Q19.

We are going to use algebra and inverse relations to work this out.
10
10
10
[

=
=
=
=
=

27
9

3
[using algebra and inverse]

1]

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Maths 1 Paper 16
Q20.

We are going to use algebra and inverse relations to work this out.
3
3

+
+

[
Q21-24.

=
=
=

20
17
17

3
[using algebra and inverse]

14]

When you divide numbers by powers of 10 (numbers starting with '1'

with zeros at the end e.g. 10, 100, 1000, 10000 etc.) the decimal
point hops backwards (to the left). The number of hops corresponds
with the number of zeros.
Dividing by 10 means the decimal point hops once because 10 has
one zero. Dividing by 100 means the decimal point hops twice
because 100 has two zeros. Dividing by 1000 means three hops;
dividing by 10000 means four hops and so on.

Q21.

34.2

1000

[0.0342]

Q22.

8.6

1000

[0.0086]

Q23.

274.6

1000

[0.2746]

Q24.

3.0

1000

[0.003]

Q25-27.

Use information given in the question to come up with an equation

which you can then use simple algebra to solve.
The questions tells us that Carl has twice as many cards as Lewis and
Tim has twice as many cards as Carl.
We are going to represent the number of cards Lewis has as 'w'. This
means number of cards Carl has is 2w (twice as many as Lewis') and
number of cards Tim has is 4w (twice as many as Carl's).
The question also tells us the total number of cards the three boys have
is 126 cards. See below how we can work this out.

(3 is the same as 3.0)

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Maths 1 Paper 16
Q25-27.

We are first going to work out the number of cards each child has at
the end of the game.
Tim

Carl

4w

+
7w
w
[w

Lewis

2w

=
=

126
126

18]

7w

[Using algebra and inverse]

Knowing the value of 'w' to be '18', use substitution to work out the
number of cards each child has at the end of the game.
Tim
4w

Q28-30.

Carl
+

Lewis

2w

(418)
72

(218)
36

(118)
18

[Tim = 72 cards;

Carl = 36 cars;

Lewis = 18 cards]

To work out the number of cards each child had at the start of the game,
let's go back to the information given us in the question.
The question says, Carl won 3 from Tim and gained 2 from Lewis.
This implies, Carl gained 5 in total from Tim & Lewis, so this means he
had 5 less cards at the start of the game than he had at the end.

Q29.

[No. of Carl's cards at the start of game:

36

31]

The question also says Lewis lost 2 to Carl. So if at the end of the game,
Lewis has 18 cards, then it means that at the start of the game, he must
have had 20.
Q30.

[No. of Lewis' cards at the start of game:

18

20]

At the end of the game, Tim had 72 cards. But the question says Tim had
lost 3 cards to Carl so Tim must have had 75 cards at the start.
Q28.

[No. of Tim's cards at the start of the game: 72

7

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75]

Maths 1 Paper 16

Q31-35.

Total number of children in the school given in the question is 144.

Q31.

Beach portion of the circle = 120

120
360

144 children

[180

144

60

120]

144

(Simplify fraction by crossing out the zeros and using cross-cancelling)

[Number going to the beach
Q32.

48 children]

Sailing portion of the circle = 60

60
360

144 children

1 144
6

144

(Simplify fraction by crossing out the zeros and using cross-cancelling)

[Number going sailing
Q33.

24 children]

Activity holiday portion of the circle = 90

90
360

144 children

144

144

(Simplify fraction by crossing out the zeros and using cross-cancelling)

[Number doing activity =

36 children]
8

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Maths 1 Paper 16
Q34.

Camping portion of the circle = 45

45
360

144 children

144

144

(Simplify fraction by crossing out the zeros and using cross-cancelling)

[Number going camping =
Q35.

18 children]

Canal boating portion of the circle = 45

45
360

144 children

144

144

(Simplify fraction by crossing out the zeros and using cross-cancelling)

[Number going boating =
Q36-Q38.

18 children]

From the question, the total number of pupils and teachers = 476.
(represent the girls by 'x', the boys by 'y' and the teachers by 'z')
girls
x
(1) x

boys
y
+

teachers
z
z

476

[total of teachers and pupils]

Question says:
(2) x
(3) y
Q38.

+
+

z
z

=
=

241
258

[girls + teachers = 241]

[boys + teachers = 258]

Substitute 'y + z' = in equation (1) by 258 in equation (3)

(1)

x + (y + z) =
x + (258) =
x
=
[x
=

[Number of girls =

476
476
476

218]

258

[using inverse]

218]
9

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Maths 1 Paper 16
Q36.

Substitute 218 for 'x' in equation (2)

(2) x + z =
241
218 + z =
241
z =
241 218
[z =
23]
[Number of teachers

Q37.

23]

Substitute 23 for 'z' in equation (3)

(3)
y + z =
258
y + 23 =
258
y = 258
23
[y =
235]
[Number of boys =

Q39.

[using inverse]

1
3

[using inverse]

235]

1
6

[adding fractions]

[LCM of denominators 3 & 6 = 6]

2
6

1
6

3
6

[Simplified to lowest terms

Q40.

1
5

7
10

[adding fractions]

[LCM of denominators 5 & 10 = 10]

2
10

7
10

9
10

[In lowest terms (simplification not needed)

Q41.

9]
10

Align the numbers and use borrowing in subtraction to do this question.

[11

19

92]
10

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Maths 1 Paper 16
Q42.

Q43.

1.2

[60

12

(multiply both sides by 10 to get rid of the decimal)

=

5]

(3 3 3)
27

(5 5)
25

[3

2]

Q44.

[60

20]

Q45.

25% of 48 =

25
100

48

48

(Simplify fraction using cross-cancelling)

Q46.

[25% of 48 =

48

1]
16

12]

[Times the numerators together and times the denominators together]

Q47-48.

Primes numbers can only be divided by '1' and themselves.

[The prime numbers are:

Q49-50.

13

17]

Prime factors of a number are the different prime numbers that will
times together to give the number.
Prime factors of 18

[The two different prime factors

11

3]

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