M1.          28
[1]

 

M2.          (a)     (5, 4)
Both co-ordinates must be correct and in the correct order.
Accept unambiguous answers written on the diagram
(with or without brackets or commas).
1

(b)     (10, 0)
Both co-ordinates must be correct and in the correct order.
Accept unambiguous answers written on the diagram
(with or without brackets or commas).
1
[2]

 

M3.          (a)     (11,9)
1
(b)     (15,3)
Accept answers written on the diagram with or without
brackets and commas. Co-ordinates must be in the correct order.
1
[2]

 

M4.          (40, 27)
Coordinates must be written in the correct order.
Accept unambiguous answers written on the diagram.
[1]

 

M5.          (10, 9)
Coordinates must be in the correct order.
Accept unambiguous answers written on the diagram.
[1]

 

M6.          (5, 2)
Coordinates must be in the correct order.
Accept unambiguous answers written on the diagram.
[1]

 

M7.          Award TWO marks for four rows ticked correctly, as shown:

        
        
If the answer is incorrect, award ONE mark for three rows ticked correctly.
Accept: alternative unambiguous indications such as  or Y.
Up to 2
[2]

 

M8.          (a)     (–10, –4)
Coordinates must be written in the correct order.
1
(b)     (0, 8)
Accept unambiguous answers written on the diagram.
Award ONE mark if the answer to (a) is (0, 8)
AND the answer to b is (–10, –4).
1
[2]

 

M9.         Indicates correct coordinates for both points, ie A as (7, 13) and B as (17, 13)
2
or
Indicates correct coordinates for one point 
or
Transposes the responses, ie A as (17, 13) and B as (7, 13) 
or
The only error is to indicate incorrect, but consistent, y ordinates, provided y > 3
eg 
•      A as (7, 12) and B as (17, 12) 
1
U2
[2]

M10.          (a)     13 for the x coordinate
Accept unambiguous answers written on the diagram.
U1

(b)     15 for the y coordinate
Accept unambiguous answers written on the diagram.
1
If the answer to (a) is 15 AND the answer to (b) is 13, then award ONE mark for (b).
[2]

 

M11.         ( 75, 36 )
Accept unambiguous answers written on the diagram.
[1]

 

E1.          No comment available.

E2.          44% (13% at level 3, 42% at level 4 and 81% at level 5) answered part (a) correctly, and 32% (9% at level 3, 28% at level 4, and 65% at level 5) answered part (b) correctly.
This question assessed understanding of co-ordinates and children’s ability to identify a point half way between two given points. About 20% of children achieving level 3 and 10% at level 4 did not respond. Almost all children achieving level 5 did. The most common error in the first part by children achieving levels 3 and 4 was to give (5, 3) where children simply halved the co-ordinates of point C, (10, 6). At level 5, the most common error was to give (5, 2) which are the co-ordinates of B relative to point A. The most common error in giving the co-ordinates of D was to give (0, 6) rather than (6, 0), showing a common confusion about the co-ordinates of points on the axes.

E3.          (a)     The percentage of children giving the correct co-ordinates for this question increased steadily from children awarded level 3 overall to children awarded level 5. Girls were more successful than boys across all levels.
The nature of the errors made were varied. One example was given by children who transposed the co-ordinates of the point to be reflected, giving the answer (9, 5). This answer was given by about 10% of children working at level 4 overall, but was less common among those working at levels 3 and 5.

(b)     The success rate for part (b) of this question was similar to that of part (a), and again, the nature of the errors made was varied. The overall number of children transposing the co-ordinates of points (1, 3) or (5, 3) was slightly fewer than those making the equivalent error in part (a). Another error was (7, 3), given by a small percentage of children who subtracted 4 from the 11 in (11, 3) rather than adding 4.

E4.          This question assesses children’s ability to read coordinates in the first quadrant. They are also required to understand the properties of a parallelogram to work out the coordinates of one vertex given the coordinates of the others.
Eighty-five per cent of children at level 5 answered correctly, as did 45% of children at level 4. Just over 10% of children at level 3 were also able to answer correctly, with 20% omitting the question.

Many children who gave a wrong answer were able to get one coordinate correct. Answers of this nature were given by approximately 25% of children at both level 3 and level 4, and 8% of those at level 5. Children were more likely to give an incorrect x coordinate than y coordinate, possibly because point A had the same y coordinate as a given point whereas the x coordinate had to be calculated. It was pleasing to see that very few children reversed the x and y coordinate in their answer.

E5.          Target Level: 5
Curriculum Coverage (POS ref: Ma3/3c)
This question assesses children’s ability to read coordinates in the first quadrant. They are also required to understand the symmetry properties of the given pentagon in order to work out the coordinates of one vertex given the coordinates of the others.

Performance
Almost 60% of children working at level 5 gave the correct answer as did over 20% of those working at level 4.

Common errors and misconceptions
•    Over 25% of children working at level 5 and over 40% of those working at level 4 were able to get one coordinate correct. These children were most likely to give an incorrect x coordinate and a correct y coordinate.

E6.          Target Level: 5
Curriculum Coverage (POS ref: Ma3/3c)
This question assesses children’s ability to read coordinates in the first quadrant. They are also required to understand the properties of a kite in order to work out the coordinates of one vertex given the coordinates of the others.

Performance
Almost 85% of children working at Level 5 identified the coordinates correctly. Forty-five per cent of those working at Level 4 and over 10% of those working at Level 3 were also correct.

Common errors and misconceptions
•    No common errors were identified among children working at Level 5. Almost 20% of children working at both Levels 3 and 4 were able to identify the correct x coordinate but not the correct y coordinate.

 
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