[PDF] 2011 Key Stage 2 Year 6 - Mathematics Test Level 6 Mark Schemes.pdf | Plain Text

LEVEL 6 TESTSMARK SCHEMESMATHEMATICS MARK SCHEMES MaLEVEL 6 TESTSMark schemes© Qualifications and Curriculum Development Agency 2011

Page 2 of 28Optional level 6 tests | Mathematics mark schemes

Optional level 6 tests | Mathematics mark schemesPage 3 of 28ContentsIntroduction 5 General guidance 5 Mark scheme for paper 1 12 Mark scheme for paper 2 18 Level threshold information 25

Page 4 of 28Optional level 6 tests | Mathematics mark schemesBlank Page

Optional level 6 tests | Mathematics mark schemesPage 5 of 28IntroductionThis booklet contains the mark schemes for papers 1 and 2 of the Optional level 6 tests in mathematics. Each mark scheme was devised after trialling the tests with pupils and contains examples of some frequently occurring correct and incorrect answers given in the trials. Each mark scheme indicates the criteria against which judgements should be made. The last section of this booklet provides information about interpreting the scores from the tests.General guidance The structure of the mark schemesThe marking information for each question is set out in the form of tables, which start on page 12 of this booklet. The ‘Q’ column on the left-hand side of each table provides a quick reference to the question number. The ‘mark’ column indicates the total number of marks available for each question part. On some occasions the symbol U1 may be shown in the mark column. The ‘U’ indicates that there is a Using and applying mathematics element in the question. The number, 1, shows the number of marks attributed to using and applying mathematics in this question. The ‘correct response’ column may include two types of information: • a statement of the requirements for the award of each mark, with an indication of whether credit can be given for correct working • examples of some different types of correct response. The ‘additional guidance’ column indicates alternative acceptable responses, and provides details of specific types of response which are unacceptable. Other guidance, such as the range of acceptable answers, or when ‘follow-through’ is allowed, is provided as necessary.Applying the mark schemesIn order to ensure consistency of marking, the most frequent procedural queries are listed on pages 6 and 7 along with the action the marker will take. This is followed by further guidance relating to the marking of questions that involve money, time and other measures, coordinates, probability and algebra. Unless otherwise specified in the mark scheme, markers should apply the following guidelines in all cases.

Page 6 of 28Optional level 6 tests | Mathematics mark schemesWhat if…Marking procedure The pupil’s response is numerically equivalent to the answer in the mark scheme.Markers should award the mark unless the mark scheme states otherwise. The pupil’s response does not match closely any of the examples given.Markers should use their judgement in deciding whether the response corresponds with the statement of the requirements given in the ‘correct response’ column. Reference will also be made to the ‘additional guidance’ and, if there is still uncertainty, markers should consult the supervising marker. The pupil has responded in a non-standard way.Calculations, formulae and written responses do not have to be set out in any particular format. Pupils may provide evidence in any form as long as its meaning can be understood. Diagrams, symbols or words are acceptable for explanations or for indicating a response. Any correct method of setting out working, however idiosyncratic, should be accepted. Provided there is no ambiguity, condone the continental practice of using a comma for a decimal point. There appears to be a misreading affecting the working.This is when the pupil misreads the information given in the question and uses different information without altering the original intention or difficulty level of the question. For each misread that occurs, deduct one mark only. No answer is given in the expected place, but the correct answer is given elsewhere.Where a pupil has shown understanding of the question, the mark(s) should be given. In particular, where a word or number response is expected, a pupil may meet the requirement by annotating a graph or labelling a diagram elsewhere in the question. The response in the answer box is wrong, but the correct answer is shown in the working.Where appropriate, detailed guidance will be given in the mark scheme, which markers should follow. If no guidance is given, markers will need to examine each case to decide whether: • the incorrect answer is due to a transcription error • in questions not testing accuracy, the correct answer has been given but then rounded or truncated • the pupil has continued to give redundant extra working which does not contradict work already done • the pupil has continued to give redundant extra working which does contradict work already done. If so, the mark should be awarded. If so, the mark should be awarded. If so, the mark should be awarded. If so, the mark should not be awarded. Where a question part covers more than one mark, only the final mark should be withheld.

Optional level 6 tests | Mathematics mark schemesPage 7 of 28What if…Marking procedure The pupil’s answer is correct but the wrong working is shown.A correct response should always be marked as correct unless the mark scheme states otherwise. The pupil has made a conceptual error.In some questions, a method mark is available provided the pupil has made a computational, rather than conceptual, error. A computational error is a ‘slip’ such as writing 4 × 6 = 18 in an otherwise correct long multiplication. A conceptual error is a more serious misunderstanding of the relevant mathematics; when such an error is seen no method marks may be awarded. Examples of conceptual errors are: • misunderstanding of place value, such as multiplying by 2 rather than 20 when calculating 35 × 27 • subtracting the smaller value from the larger in calculations such as 45 – 26 to give the answer 21 • incorrect signs when working with negative numbers. The correct response has been crossed out and not replaced.Any legible crossed-out work that has not been replaced should be marked according to the mark scheme. If the work is replaced, then crossed-out work should not be considered. More than one answer is given.If all answers are correct (or a range of answers is given, all of which are correct), the mark should be awarded unless prohibited by the mark scheme. If both correct and incorrect responses are given, no mark should be awarded. The pupil’s answer correctly follows through from earlier incorrect work.Follow-through marks may be awarded only when specifically stated in the mark scheme, but should not be allowed if the difficulty level of the question has been lowered. Either the correct response or an acceptable follow-through response should be marked as correct. The answer is correct but, in a later part of the question, the pupil has contradicted this response.A mark given for one part should not be disallowed for working or answers given in a different part, unless the mark scheme specifically states otherwise. The pupil’s accuracy is marginal according to the overlay provided.Overlays can never be 100% accurate. However, provided the answer is within, or touches, the boundaries given, the mark(s) should be awarded. The pupil has drawn lines which do not meet at the correct point.Markers should interpret the phrase ‘slight inaccuracies in drawing’ to mean ‘within or on a circle of radius 2mm with centre at the correct point’.within the circle acceptedon the circle acceptedoutside the circle not accepted

Page 8 of 28Optional level 6 tests | Mathematics mark schemesMarking specific types of question Responses involving moneyAcceptDo not acceptWhere the £ sign is given for example: £3.20, £7££3.20 £7 £7.00 Any unambiguous indication of the correct amount, eg £3.20p £3 20 pence £3 20 £3,20 £3-20 £3:20 320p with £ sign crossed outIncorrect placement of pounds or pence, eg £320 £320p Incorrect placement of decimal point, or incorrect use or omission of 0, eg £3.2 £3 200 £32 0 £3-2-0 Where the p sign is given for example: 40pp40p Any unambiguous indication of the correct amount, eg £0.40p £.40p £0.40 with p sign crossed outIncorrect or ambiguous use of pounds or pence, eg 0.40p £40p Where no sign is given for example: £3.20, 40p£3.20 320p 40p £0.40 £3.20p Any unambiguous indication of the correct amount in £ or p as shown above Omission of final zero, eg 3.2 0.4

Optional level 6 tests | Mathematics mark schemesPage 9 of 28Responses involving timeAcceptDo not acceptA time interval for example: 2 hours 30 minutes2 hours 30 minutes Any unambiguous, correct indication, eg 21 2 hours 2.5 hours 2h 30 2h 30 min 2 30 Digital electronic time, ie 2:30Incorrect or ambiguous time interval, eg 2.3 hours 2.3h 2h 3 2.30 min 2.30 2-30 2,30 2.3 A specific time for example: 8:40am, 17:208:40am 8:40 twenty to nine Any unambiguous, correct indication, eg 08.40 8.40 0840 8 40 8-40 8,40 Unambiguous change to 12 or 24 hour clock, eg 17:20 as 5:20pm or 17:20pmIncorrect time, eg 8.4am 8.40pm Incorrect placement of separators, spaces, etc or incorrect use or omission of 0, eg 840 8:4:0 8.4 084 84Responses involving measuresAcceptDo not acceptWhere units are given (eg kg, m, l) for example: 8.6 kgkg8.6 kg Any unambiguous indication of the correct measurement, eg 8.60kg 8.6000kg 8kg 600gIncorrect or ambiguous use of units, eg 8600 kgNoteIf a pupil leaves the answer box empty but writes the answer elsewhere on the page, then that answer must be consistent with the units given in the answer box and the conditions listed above. If a pupil changes the unit given in the answer box, then their answer must be equivalent to the correct answer using the unit they have chosen, unless otherwise indicated in the mark scheme.

Page 10 of 28Optional level 6 tests | Mathematics mark schemesResponses involving coordinatesAcceptDo not acceptFor example: ( 5, 7)Unconventional notation, eg (05, 07) ( five, seven ) x y(5, 7) (x=5, y=7)Incorrect or ambiguous notation, eg (7, 5) y x(7, 5) (5x, 7y) (5x, 7y) (x-5, y-7)Responses involving probabilityAccept Take care ! Do not accept A numerical probability should be expressed as a decimal, fraction or percentage only. For example: 0.77 10 70%Equivalent decimals, fractions and percentages, eg 0.700 70 100 35 50 70.0% A probability correctly expressed in one acceptable form which is then incorrectly converted, but is still less than 1 and greater than 0, eg 70 100 = 18 25The rst four categories of error below should be ignored if accompanied by an acceptable response, but should not be accepted on their own. However, to avoid penalising the first three types of error below more than once within each question, do not award the mark for the first occurrence of each type of error unaccompanied by an acceptable response. Where a question part carries more than one mark, only the final mark should be withheld. ! A probability that is incorrectly expressed, eg 7 in 10 7 over 10 7 out of 10 7 from 10 ! A probability expressed as a percentage without a percentage sign. ! A fraction with other than integers in the numerator and/or denominator. ! A probability expressed as a ratio, eg 7:10, 7:3, 7 to 10  A probability greater than 1 or less than 0 PrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemesPage 11 of 28Responses involving the use of algebraAccept Take care ! Do not accept For example: 2 + n n+ 2 2nn2n2Unambiguous use of a different case or variable, egN used for n x used for nWords used to precede or follow equations or expressions, eg t = n + 2 tiles or tiles = t = n + 2 for t = n + 2 Unambiguous letters used to indicate expressions, egt = n + 2 for n + 2! Unconventional notation, egn × 2, or 2 × n, or n2 or n + n for 2n n × n for n2n ÷ 2 forn2 or 1 2n2 + 1n for 2 + n2 + 0n for 2 Within a question that demands simplification, do not accept as part of a final answer involving algebra. Accept within a method when awarding partial credit, or within an explanation or general working.  Embedded values given when solving equations, eg in solving 3x + 2 = 32, 3 × 10 + 2 = 32 for x = 10 To avoid penalising the two types of error below more than once within each question, do not award the mark for the first occurrence of each type within each question. Where a question carries more than one mark, only the final mark should be withheld. ! Words or units used within equations or expressions, egn tiles + 2 n cm + 2 Do not accept on their own. Ignore if accompanying an acceptable response.  Ambiguous letters used to indicate expressions, egn = n + 2 for n + 2 PrimaryTools.co.uk 2012

Page 12 of 28Optional level 6 tests | Mathematics mark schemes1 2m orCompletes all 8 entries of the table correctly, ieh do wear glasses… do not wear glassesTotal …boys115 16 … girls311 14 Total42630 1m U2Completes at least four entries correctly 2 2m orIndicates correct coordinates for both points, ie A as (7, 13) and B as (17, 13) 1m U2Indicates 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) 3 2m or16 1m U18 or Answer of 17 with 50 3 or equivalent see8 (the only error is to fail to subtract 1 at the start) or Shows understanding of a correct method even if there are computational errors eg • 2 3× 24 = 12 Answer of 17 without 50 3 or equivalent see8 4 1m 1m1 : 3 28% Equivalent fractions or decimalsPaper 1Q Mark Correct responseAdditional guidancePrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemes Page 13 of 285 2m or 1mGives all three correct values, iea = 16, b = 8, c = 6 Gives at least one correct value or Gives three values that satisfy the second and third equations eg • a = 18, b = 6, c = 8 (satisfies a + b = 24 and b + c = 14 : note that a – c = 10) 6 1m 1mIndicates the correct area eg •Indicates the correct area eg • Unambiguous indication Unambiguous indicationPaper 1Q Mark Correct responseAdditional guidancePrimaryTools.co.uk 2012

Page 14 of 28Optional level 6 tests | Mathematics mark schemesPaper 1Q Mark Correct responseAdditional guidance7 1m Gives a correct description for B that shows or implies the link between the two variables eg • The more computers a person has in their home, the fewer hours they are likely to spend watching television • There is negative correlation between the number of hours watched and the number of computers in the home • If you have lots of computers you don’t tend to watch TV much  Minimally acceptable description eg • More computers, less watching • Fewer computers, more TV • More television, less computers • Less TV, more computers • Negative correlation !Number of hours watching interpreted incorrectly as number of televisions Condone eg, for the first mark accept • The more computers people have, the fewer TVs they have Incomplete description eg • If you have one computer you watch more TV 1mGives a correct description for C that states or implies that the two variables are not linked eg • How much television a person watches is independent of the number of mobile phones they have • There is no correlation between the number of hours watched and the number of phones • Time watching is not dependent on the amount of mobiles • People with lots of mobile phones don’t necessarily watch any more than those with just oneMinimally acceptable description eg • Mobiles don’t affect watching • No correlation • Not connected • No relationship • No link • No pattern • It’s random • More or less phones won’t affect hours • Number of mobiles doesn’t affect the situation • Someone watching 1 hour of TV might have as many mobiles as someone who watches 8 hours [generality implied] • How much is watched depends on the person not on their mobile phones Incomplete description eg • There is a range of numbers of mobile phones and the number of hours spent watching TV • It doesn’t make much difference !Description of graph’s appearance Accept alongside a correct response eg, for C accept • It’s all spread out so there is no link eg, for C do not accept • It’s all spread outPrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemes Page 15 of 28Paper 1Q Mark Correct responseAdditional guidance8 1m 2m or 1mIndicates No and gives a correct explanation eg • The angles are not the same size • A regular pentagon looks like this, with its angles all the same size • All the angles should be 108° • It doesn’t have rotation symmetry • It’s got more sides than a square so all its angles should be obtuse, but they’re not 60º Shows that the 150º angle can be split into 90º and 60º or Divides the pentagon vertically and shows that half a is 30º or Draws triangles to show a rectangle, labelling the non-right angles on at least one side correctly eg • 30°60°or Shows or implies that the angle sum of a pentagon is 540º !  !Minimally acceptable explanation eg • 90 ≠ 150 • Different angles • A regular pentagon doesn’t have right angles in it • A regular one can’t have 150° angles • It doesn’t look the same when it’s turned • Not all the angles are obtuse Incorrect angle size for a regular pentagon given Condone alongside a correct response eg, accept • The angles are different, they should be 60° (error, but all equal implied) • The angles should all be 70° (error) eg, do not accept • The 90° angles should be 60° (does not imply the angles should all be the same) Incomplete explanation eg • Not the same • It has two right angles • Two angles are the same • A regular pentagon looks like this• A regular pentagon doesn’t have any vertical lines Indicates Yes, or no decision made, but explanation clearly correct Condone provided the explanation is more than minimalPrimaryTools.co.uk 2012

Page 16 of 28Optional level 6 tests | Mathematics mark schemes9 1m 1mIndicates D then Indicates B Gives a correct equation eg • y = 4 • y – 4 = 0 Line not drawn or incorrect Follow-through from their incorrect line 10 1m U1Joins dots to make a triangle that has only one side of 4cm and only one angle of 45°.! Lengths or angles shown on their triangle(s) Ignore, even if incorrect Dots not used 11 1m 1m16 800 12 1m U1Gives four numbers that sum to 16 and have a range of 4, ie 1, 5, 5, 5 or 2, 2, 6, 6 or 2, 3, 5, 6 or 2, 4, 4, 6 or 3, 3, 3, 7 Numbers given in any order eg • 3, 7, 3, 3 Decimals or fractions used eg • 1.5, 4, 5, 5.5Paper 1Q Mark Correct responseAdditional guidancePrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemes Page 17 of 2813 1m U119 14 1m U1Indicates the answer could be positive or negative and gives a correct explanation eg • A positive multiplied by −5 gives a negative answer, but a negative multiplied by −5 gives a positive answer • Positive numbers will become negative, negative numbers will become positive • If the number is 10 the answer will be –50, which is negative, but if the number is −10, the answer is 50, ie positive  !Minimally acceptable explanation eg • 10 becomes negative, but −10 becomes positive • +ve F –ve –ve F +ve • −5 × −3 = 15, −5 × 3 = −15 Incomplete explanation eg • –5 × 3 = −15 • The original number could be positive or negative so the answer could be positive or negative Makes an incorrect decision, or no decision made, but explanation clearly correct Condone provided the explanation is more than minimalPaper 1Q Mark Correct responseAdditional guidancePrimaryTools.co.uk 2012

Page 18 of 28Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance1 1mShows the correct rotation, ie!Lines not ruled or accurate Accept slight inaccuracies in drawing (see general guidance) 2 1m20 1m U133.125 Equivalent fractions or decimals 3 2m orCompletes all three rows correctly, ie1mCompletes two rows correctly 4 2m or 1m26 Shows or implies a complete method with not more than one computational error or rounding error eg • 35 x 24.75 = 860 (error) 1200 − 860 = 340 340 ÷ 12.5 = 27.2 Answer = 27 • (1200 – 35 x 24.75) ÷ 12.5 • 1200 – 866.25 = 333.75 333.75 ÷ 12.5 or 26.7 seen or Shows the correct total for the trees, ie £1191.25 or Shows the correct change, ie £8.75  !Answer of £26 Answer of 27 without a correct method shown or implied Method used for ÷ 12.5 is repeated subtraction Do not accept as a correct methodPrimaryTools.co.uk 2012

Page 19 of 28 Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance5 1m U1Indicates Nik and gives a correct explanation eg • 1 sandwich, 2 apples and 1 banana is missing from the graph and that is what Nik had in his lunch box • The graph shows the correct number of fruit bars and Nik is the only one who does not have a fruit bar in his lunch box so his must be the missing one • The totals from the table are 7, 6, 5, 6, and from the graph 6, 4, 4, 6, and the difference is Nik Minimally acceptable explanation eg • 1 sandwich, 2 apples, 1 banana • Because the number of fruit bars is correct • 1 banana missing • 7, 6, 5, 6 and 6, 4, 4, 6 seen Incorrect or incomplete explanation eg • 1 sandwich, 2 apples • There are 6 fruit bars • 2 apples are missing 6 3m or 2m or 1mCompletes the drawing according to the following conditions, with a tolerance of 3mm in each case the circle has a diameter of 8cm the highest point at which the circle cr osses the central vertical line is 3cm from the top of the answer box the lowest point at which the circle crosses the central vertical line is 7cm from the bottom of the answer box8cm 7cm 3cmAny two of the three conditions given above are correct Any one of the three conditions given above is correct ! !Flag constructed ‘upside down’ Shading incorrect or omitted, or additional lines drawn Condone, provided the response is unambiguous Compasses not used For pupils who meet one or more of the conditions without using compasses, deduct ONE markPrimaryTools.co.uk 2012

Page 20 of 28Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance7 3m or 2m or 1m U1131 2Nor equivalent Shows or implies a complete correct method with not more than one computational erro= The most common correct methods: Find the total area of the trapezia and divide by 8 eg • (122 − 62) ÷ 8 • 144 − 36 = 94 (error) 94 ÷ 8 = 11.75 Find the dimensions of a trapezium and use the formula or component parts eg • 1 2(3 + 6) � 3 • 41 2 � 3 • 3 × 3 + (3 × 3) ÷ 2 or The only error is to work with 4 congruent trapezia (not 8), but correctly finds the area of one of them eg • (144 – 36) ÷ 4 = 27 • 3 33 3 332 = 9, 9 × 3 = 27 Shows or implies a correct method to find the total area of the trapezia eg • (122 − 62) • 144 − 36 • 108 seen or Show the parallel sides of the trapezium are 3(cm) and 6(cm), and the height is 3(cm) eg • Diagram marked correctly  !Squaring evaluated as × 2 eg • (122 – 62) ÷ 8 = (24 – 12) ÷ 8 For 2m, 27 seen with no method Brackets omitted For 1m, condone eg, accept • 122 – 62 ÷ 8 = 139.5PrimaryTools.co.uk 2012

Page 21 of 28 Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance8 1m 1m U1The fi rstmultiples ofadd to 60310The  or orfi rstmultiples ofadd to 6046The fi rstmultiples ofadd to 60220The fi rstmultiples ofadd to 60160PrimaryTools.co.uk 2012

Page 22 of 28Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance9 2m or 1m16.8p or 17p or equivalent Shows the digits 168 or 17 or Shows a complete correct method with not more than one computational or rounding error eg • 56 × 10 × 3 ÷ 100 • 5.6(0) × 0.03 • 560 ÷ 100 = 5.6 6p (premature rounding) × 3 = 18!Money See general guidance on page 8PrimaryTools.co.uk 2012

Page 23 of 28 Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance10 1m 1m 1mGives correct information for x = 4 eg • 4, too big • 4, too high • 4, too much above 1 Gives correct information for x = 3.5 eg • 1.75, too big Gives a logical value for the next trial, and justifies their decision eg • 3.2, because I know it is between 3 and 3.5 • 3.25, it is halfway between 3 and 3 and a half • 3.3 because it is bigger than 3 which was too small but smaller than 3.5 which was too big • 3.4, it has to be smaller than 3.5 (that it is greater than 3 is implicit) ! ! !   !Incomplete information that does not link to the value of 1 eg • 4, too incorrect In both the first and second answers, shows correct values but omits or gives incorrect further information eg • 4, too small 1.75, too –––––––– Do not award the first mark, but award the second mark Value rounded Accept 1.8 Do not accept 1.7 Logical values Accept any of the following: 3.1 3.2 3.3 3.4 3.25 Also accept any value between 3.3 and 3.4 provided their justification shows why the solution is between these values eg, accept (since a further trial has clearly taken place) • 3.35, 3.3 is too small • 3.302, because 3.303 is just over 1 eg, do not accept • 3.35, because I know it is between 3 and 3.5 Minimally acceptable justification eg • 3.2, 3.5 is too big Incomplete justification eg • 3.3, it gets closer to 1 • 3.25 because it is at an appropriate interval For the third part, follow-through If their calculation in the second part forx = 3.5 was too small, accept x = 3.6, 3.7, 3.75, 3.8 or 3.9 alongside an explanation comparable with those given in the mark schemePrimaryTools.co.uk 2012

Page 24 of 28Optional level 6 tests | Mathematics mark schemesPaper 2Q Mark Correct responseAdditional guidance11 1m 1m U1105 ± 1 then 80 ± 1 150 ± 1 12 1m 1m U1Describes the key features of the information 2m are available, one from each of the categories A and B below: Category A States that the rate the mass of the dog increases slows as it gets older eg • They get heavier in their first few months but as they get older their weight doesn’t go up as much Category B Makes an observation that links the information in the bar chart to the adult mass eg • It reaches adult size after the first year • A dog is about half grown when it is 4 months old ! Minimally acceptable explanation eg, for category A • Grows quickly then more slowly • After a few months the amount it increases by gets smaller [accept any value from 4 – 8 months inclusive within this type of response] • They start by gaining about 5kg per month but this gets less and less eg, for category B • Doesn’t get any fatter after it is a year old • They stop at 12 months • At 6 months, it’s more than half-sized eg, for both categories (ie 2m) • It grows quickly then slowly until 12 months when it stops Values given As this question is assessing understanding of information presented graphically, condone incorrect numbers for category A, but do not accept for category B eg, for category A, accept • They increase by about 10kg per month but not as much as they get older eg, for category B, do not accept • A dog is about half grown after half a year Incomplete explanation eg, for category A • Dogs get heavier as they get older [doesn’t say how rate of change alters] eg, for category B • A German Shepherd stops growing when it reaches 35kg [no link to 12 months] • It grows quickly then slowly until 12 months [gains category A mark but no link to full weight being reached for category B]PrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemesPage 25 of 28Level threshold informationThis section provides information about interpreting the scores from the Optonal level 6 tests in mathematics. In order to make use of the information in this section, you should administer the tests according to the guidance given in the test administrators’ guide. The guide can be downloaded from the NCA Tools website at: www.qcda.gov.uk/ncatools. It is particularly important that you observe the time limits given in the test instructions, and mark questions strictly according to the mark scheme. If not, the information derived from this section cannot be used reliably. The table below gives an indication of the national curriculum level for pupils, based on their score in the test. In order to use this information, the total scores on paper 1 and paper 2 should be added together. Mathematics test (maximum mark 50)ScoreOutcome 0 - 24 marks Level 6 not achieved 25 - 50 marksLevel 6 achievedPrimaryTools.co.uk 2012

Page 26 of 28Optional level 6 tests | Mathematics mark schemesBlank PagePrimaryTools.co.uk 2012

Optional level 6 tests | Mathematics mark schemesPage 27 of 28Blank PagePrimaryTools.co.uk 2012

Page 28 of 28QCDA/11/5454 Optional level 6 tests | Mathematics mark schemesPrimaryTools.co.uk 2012