Edexcel GCSE Maths · 1MA1

November 2019 Paper 1 Foundation

Non-calculator · 29 questions · 80 marks · 1 hour 30 minutes. Try each question on paper, then press "Show answer".

Question 1

State what a particular digit is worth in a four-digit number.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 1.

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Answer7070 (7 tens)1 mark

Worked solution Checked against the mark scheme

The digits of 1074 are thousands, hundreds, tens, ones: 1, 0, 7, 4.

The 7 is in the tens column, so it is worth 7×10=707 \times 10 = 70.

Watch out: Writing 7 instead of its value 70.

Question 2

Rounding and estimation1 markGrade 1No calculator
Round a decimal number to one decimal place.

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Answer4.64.61 mark

Worked solution Checked against the mark scheme

Look at the second decimal place: it is 8.

8 is 5 or more, so round the 5 up: 4.58≈4.64.58 \approx 4.6

Watch out: Truncating to 4.5.

Question 3

Multiply a decimal by 100.

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Answer317031701 mark

Worked solution Checked against the mark scheme

Multiplying by 100 moves every digit two places to the left.

31.7×100=317031.7 \times 100 = 3170

Watch out: Writing 317 or 31.700.

Question 4

Fractions1 markGrade 1No calculator
Simplify a fraction fully.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 4.

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Answer25\frac{2}{5}1 mark

Worked solution Checked against the mark scheme

The highest common factor of 28 and 70 is 14.

2870=28÷1470÷14=25\frac{28}{70} = \frac{28 \div 14}{70 \div 14} = \frac{2}{5}

Watch out: Stopping at a partly simplified fraction such as 14/35.

Question 5

Percentages1 markGrade 1No calculator
Convert a percentage to a decimal.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 5.

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Answer0.150.151 mark

Worked solution Checked against the mark scheme

Per cent means out of 100, so divide by 100.

15%=15÷100=0.1515\% = 15 \div 100 = 0.15

Watch out: Writing 1.5 or 0.015.

Question 6

Charts, graphs and time series4 marksGrade 2No calculator
Read a pictogram, add a row for a given month and find the total over four months.

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(a)24241 mark
(b)One and a half symbols in the April row1 mark
(c)84842 marks

Worked solution Checked against the mark scheme

(a) January has 3 whole squares: 3×8=243 \times 8 = 24

(b) 12=8+412 = 8 + 4, so draw one whole square and a half square for April.

(c) February 3.5×8=283.5 \times 8 = 28, March 2.5×8=202.5 \times 8 = 20

Total =24+28+20+12=84= 24 + 28 + 20 + 12 = 84

Watch out: Treating a half symbol as 1 picture or forgetting to include April.

Question 7

Units and converting units2 marksGrade 2No calculator
Find the difference in minutes between two lengths of time, one given as a mixed-number of hours.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 7.

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Answer1010 minutes2 marks

Worked solution Checked against the mark scheme

1141\frac{1}{4} hours =60+15=75= 60 + 15 = 75 minutes

1 hour 25 minutes =60+25=85= 60 + 25 = 85 minutes

Difference =85−75=10= 85 - 75 = 10 minutes

Watch out: Thinking a quarter of an hour is 25 minutes.

Question 8

Units and converting units3 marksGrade 2No calculator
Given the total mass of five blocks in kilograms and the mass of four of them in grams, find the last one.

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Answer400400 grams3 marks

Worked solution Checked against the mark scheme

Four blocks: 4×650=26004 \times 650 = 2600 g

Total: 33 kg =3000= 3000 g

Last block: 3000−2600=4003000 - 2600 = 400 g

Watch out: Forgetting to convert kilograms to grams.

Question 9

Angle facts and parallel lines2 marksGrade 2No calculator
Use angles on a straight line to find a missing angle.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 9.

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Answer45°45°2 marks

Worked solution Checked against the mark scheme

Angles on a straight line add up to 180°180°.

x=180−100−35=45°x = 180 - 100 - 35 = 45°

Watch out: Subtracting from 360 instead of 180.

Question 10

Coordinates and straight-line graphs2 marksGrade 2No calculator
Plot a point on a coordinate grid and find the midpoint of a line segment.

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(a)Point AA plotted at (3,2)(3, 2)1 mark
(b)(−1,0)(-1, 0)1 mark

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(a) Go 3 right from OO then 2 up, and mark AA.

(b) B=(−3,2)B = (-3, 2) and C=(1,−2)C = (1, -2).

Midpoint =(−3+12,2+(−2)2)=(−1,0)= \left(\frac{-3 + 1}{2}, \frac{2 + (-2)}{2}\right) = (-1, 0)

Watch out: Plotting (2, 3) instead of (3, 2).

Question 11

Systematic listing and the product rule2 marksGrade 3No calculator
List every possible result of tossing a coin three times.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 11.

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AnswerHHH, HHT, HTH, HTT, THH, THT, TTH, TTT2 marks

Worked solution Checked against the mark scheme

Work systematically. Fix the first throw as H, then list the four ways for the other two:

HHH, HHT, HTH, HTT

Then repeat with T first:

THH, THT, TTH, TTT

There are 2×2×2=82 \times 2 \times 2 = 8 outcomes.

Watch out: Missing outcomes or listing some twice.

Question 12

Units and converting units5 marksGrade 3No calculator
Decide whether a budget in dollars covers a list of purchases, and use an approximate exchange rate to show a claim about a pound price is wrong.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 12.

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(a)No: the items cost 215 dollars but he only has 200 dollars3 marks
(b)0.7×60=420.7 \times 60 = 42, which is more than £40 even though 0.7 is an underestimate2 marks

Worked solution Checked against the mark scheme

(a) T-shirts: 3×25=753 \times 25 = 75

Total with the jacket: 60+75+80=21560 + 75 + 80 = 215

215>200215 > 200, so no, he is 15 dollars short.

(b) Round the rate down: 0.749≈0.70.749 \approx 0.7

60×0.7=£4260 \times 0.7 = £42. This is already an underestimate and is more than £40, so he is wrong.

Watch out: In (b), rounding up to 0.75 or 0.8: an overestimate cannot prove the price is more than £40.

Question 13

Expanding brackets and simplifying3 marksGrade 2No calculator
Simplify a product of two terms, then collect like terms in an expression.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 13.

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(a)10ab10ab1 mark
(b)8x+y8x + y2 marks

Worked solution Checked against the mark scheme

(a) Multiply the numbers and write the letters together: 2×5=102 \times 5 = 10, so 10ab10ab.

(b) xx terms: 3x+5x=8x3x + 5x = 8x

yy terms: 2y−y=y2y - y = y

Answer: 8x+y8x + y

Watch out: Writing 7ab in (a) by adding the numbers.

Question 14

Multiply two two-digit numbers without a calculator.

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Answer3453452 marks

Worked solution Checked against the mark scheme

Split 15 into 10 and 5:

23×10=23023 \times 10 = 230

23×5=11523 \times 5 = 115

230+115=345230 + 115 = 345

Watch out: Forgetting the place-value zero when multiplying by the tens digit.

Question 15

Relative frequency and expected outcomes4 marksGrade 3No calculator
Fill in a frequency tree from given facts about males, females, sitting and standing, then find a probability from it.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 15.

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(a)Male 45 (sit 16, stand 29); female 75 (sit 14, stand 61)3 marks
(b)29120\frac{29}{120}1 mark

Worked solution Checked against the mark scheme

(a) Males: 120−75=45120 - 75 = 45

Males sitting: 45−29=1645 - 29 = 16

Females sitting: 30−16=1430 - 16 = 14

Females standing: 75−14=6175 - 14 = 61

(b) 29 of the 120 people are males who stand, so the probability is 29120\frac{29}{120}.

Watch out: Putting all 30 sitters on the female branch.

Question 16

Real-life graphs and areas under graphs3 marksGrade 3No calculator
Read a stay time from a distance–time graph and work out the speed of the return journey.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 16.

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(a)4545 minutes1 mark
(b)5050 km/h2 marks

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(a) The flat part runs from 12:45 to 13:30, which is 45 minutes.

(b) He drives 25 km home between 13:30 and 14:00, which is half an hour.

Speed =25÷0.5=50= 25 \div 0.5 = 50 km/h

Watch out: Dividing 25 by 30 (minutes) instead of by 0.5 hours.

Question 17

Solve a simple linear equation, then substitute the result into an expression with a square.

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Answer18183 marks

Worked solution Checked against the mark scheme

x−1=2x - 1 = 2, so x=3x = 3

2x2=2×32=2×9=182x^2 = 2 \times 3^2 = 2 \times 9 = 18

Watch out: Working out (2x)2=36(2x)^2 = 36 instead of 2x22x^2.

Question 18

Charts, graphs and time series4 marksGrade 5No calculator
Use two pie charts with different totals to decide whether the same number of students chose one animal at each school.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 18.

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AnswerNo: 200 at school A but 190 at school B4 marks

Worked solution Checked against the mark scheme

School A: x=(360−60)÷2=150°x = (360 - 60) \div 2 = 150°

Tigers at A =150360×480=200= \frac{150}{360} \times 480 = 200

School B: tigers angle =360−160−110=90°= 360 - 160 - 110 = 90°

Tigers at B =90360×760=190= \frac{90}{360} \times 760 = 190

200≠190200 \ne 190, so Henry is not correct.

Watch out: Comparing the angles instead of the numbers of students.

Question 19

Inequalities2 marksGrade 4No calculator
Write the inequality shown by a number line with one closed and one open circle.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 19.

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Answer−3≤p<1-3 \le p < 12 marks

Worked solution Checked against the mark scheme

The filled circle at −3-3 means −3-3 is included: p≥−3p \ge -3

The open circle at 11 means 11 is not included: p<1p < 1

Together: −3≤p<1-3 \le p < 1

Watch out: Mixing up which end uses ≤ and which uses <.

Question 20

Factors, multiples and primes3 marksGrade 5No calculatorOn both tiers
Find the lowest common multiple of two three-digit numbers.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 20.

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Answer108010803 marks

Worked solution Checked against the mark scheme

108=22×33108 = 2^2 \times 3^3

120=23×3×5120 = 2^3 \times 3 \times 5

Take the highest power of each prime:

LCM =23×33×5=8×27×5=1080= 2^3 \times 3^3 \times 5 = 8 \times 27 \times 5 = 1080

Watch out: Multiplying the numbers (12960), which is a common multiple but not the lowest.

Question 21

Ratio4 marksGrade 5No calculatorOn both tiers
Work out how many men, women and children are in a group from fraction and multiple facts, then write children to men as n : 1.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 21.

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Answern=2n = 24 marks

Worked solution Checked against the mark scheme

Women: 60÷2=3060 \div 2 = 30

Men: 30÷3=1030 \div 3 = 10

Children: 60−30−10=2060 - 30 - 10 = 20

Children : men =20:10=2:1= 20 : 10 = 2 : 1, so n=2n = 2

Watch out: Taking children as a third of 60 without working out the men first.

Question 22

Fractions3 marksGrade 5No calculatorOn both tiers
Multiply two mixed numbers and give the answer as a mixed number.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 22.

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Answer2132\frac{1}{3}3 marks

Worked solution Checked against the mark scheme

134=741\frac{3}{4} = \frac{7}{4} and 113=431\frac{1}{3} = \frac{4}{3}

74×43=2812=73=213\frac{7}{4} \times \frac{4}{3} = \frac{28}{12} = \frac{7}{3} = 2\frac{1}{3}

Watch out: Multiplying the whole numbers and fractions separately to get 1 1/4.

Question 23

Constructions and loci2 marksGrade 5No calculatorOn both tiers
Use a ruler and compasses to draw the perpendicular from a point to a line.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 23.

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AnswerPerpendicular from PP to CDCD with construction arcs shown2 marks

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1. With centre PP, draw an arc cutting CDCD at two points.
2. From each of these points, draw arcs of equal radius that cross on the other side of CDCD.
3. Join PP to where the arcs cross. This line meets CDCD at right angles.

Leave all arcs showing.

Watch out: Drawing the line by eye with a protractor and no arcs.

Question 24

Angle facts and parallel lines4 marksGrade 5No calculatorOn both tiers
Split an angle of a triangle in a given ratio, then use angle facts to find an angle at a point on a side.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 24.

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Answer93°93°4 marks

Worked solution Checked against the mark scheme

Angle ACB=180−75−51=54°ACB = 180 - 75 - 51 = 54°

Split 54 in the ratio 2 : 1: one part =54÷3=18°= 54 \div 3 = 18°

So ACD=18°ACD = 18° and DCB=36°DCB = 36°

In triangle BDCBDC: angle BDC=180−51−36=93°BDC = 180 - 51 - 36 = 93°

Watch out: Giving angle ADC (87°) instead of angle BDC.

Question 25

Averages and spread3 marksGrade 5No calculatorOn both tiers
Combine the means of three groups of objects to test a claim about the overall mean.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 25.

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AnswerNo: the mean is 7.1 kg3 marks

Worked solution Checked against the mark scheme

Red: 4×5=204 \times 5 = 20 kg

Blue: 5×9=455 \times 9 = 45 kg

Total =20+45+6=71= 20 + 45 + 6 = 71 kg

Mean =71÷10=7.1= 71 \div 10 = 7.1 kg

7.1>77.1 > 7, so Donna is not correct.

Watch out: Averaging the three means (5, 9 and 6) instead of using totals.

Question 26

Expanding brackets and simplifying3 marksGrade 5No calculatorOn both tiers
Simplify a power of a power, and divide two algebraic terms using index laws.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 26.

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(a)p10p^{10}1 mark
(b)2x4y22x^4y^22 marks

Worked solution Checked against the mark scheme

(a) Multiply the powers: (p2)5=p2×5=p10(p^2)^5 = p^{2 \times 5} = p^{10}

(b) Divide the numbers and subtract the powers:

12÷6=212 \div 6 = 2, x7−3=x4x^{7-3} = x^4, y3−1=y2y^{3-1} = y^2

Answer: 2x4y22x^4y^2

Watch out: Adding the powers in (a) to get p7p^7.

Question 27

Bearings and scale drawings5 marksGrade 5No calculatorOn both tiers
On a scale drawing, plot a boat's position from a bearing, speed and time, then measure its distance and bearing from a lighthouse.

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((i))Distance in the range 2020 to 2323 km4 marks
((ii))Bearing in the range 317°317° to 330°330°1 mark

Worked solution Checked against the mark scheme

Distance PQ=12×1.5=18PQ = 12 \times 1.5 = 18 km

On the drawing: 18÷4=4.518 \div 4 = 4.5 cm

From PP, measure 70°70° clockwise from north and mark QQ 4.5 cm along that line.

(i) Measure QLQL in cm and multiply by 4 (about 20 to 23 km).

(ii) At LL, measure clockwise from north round to QQ: about 317°317° to 330°330°.

Watch out: Measuring the bearing anticlockwise from north.

Question 28

Angle facts and parallel lines3 marksGrade 5No calculator
Use the fact that an angle made of three parts is at most 90° to find the largest possible value of x.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 28.

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Answer16163 marks

Worked solution Checked against the mark scheme

Angle AOBAOB is not obtuse, so 2x+3x+10≤902x + 3x + 10 \le 90

5x≤805x \le 80

x≤16x \le 16, so the greatest value is x=16x = 16

Watch out: Using 180 instead of 90, giving x = 34.

Question 29

Similar shapes4 marksGrade 5No calculator
Use similar triangles to find a missing side, then use a pair of congruent triangles to find a length.

© Pearson Education Ltd. November 2019 Paper 1 (Foundation, non-calculator), question 29.

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(a)66 cm2 marks
(b)22 cm2 marks

Worked solution Checked against the mark scheme

(a) BC=15BC = 15 matches QR=10QR = 10, so the scale factor is 1015=23\frac{10}{15} = \frac{2}{3}

PR=9×23=6PR = 9 \times \frac{2}{3} = 6 cm

(b) GK=10−4=6GK = 10 - 4 = 6 cm

The triangles are congruent, so EG=GK=6EG = GK = 6 and GF=HG=4GF = HG = 4

EF=6−4=2EF = 6 - 4 = 2 cm

Watch out: In (a), subtracting 5 from 9 instead of scaling, giving 4.

Finished the paper?

Add up your marks for all three papers and see what grade that would have been.