Ma

Mathematics tests
KEY STAGE

2
LEVEL

6 Mathematics
mark schemes
Paper 1 and Paper 2
2015

National curriculum tests

2 2015 key stage 2 level 6 mathematics tests mark schemes

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 2015 key stage 2 level 6 mathematics tests mark schemes 3

Introduction
The Standards and Testing Agency (STA) is responsible for the development and delivery
of statutory tests and assessments. STA is an executive agency of the Department
for Education.
This booklet contains the mark schemes for the assessment of level 6 mathematics. Level
threshold tables will be available at www.gov.uk/sta from Tuesday 7 July, 2015.
The level 6 mathematics test is made up of 2 papers. A total of 50 marks is available.

• Paper 1: non-calculator paper (24 marks)

• Paper 2: calculator paper (26 marks)
There is no mental mathematics paper in the level 6 test.
As in previous years, external markers will mark the key stage 2 national curriculum tests. The
mark schemes are made available to teachers after the tests have been taken.
The mark schemes were written and developed alongside the questions. Pupils’ responses from
trialling have been added as examples to the mark schemes to ensure they reflect how pupils
respond to the questions. The mark schemes indicate the criteria on which judgements should
be made. In applying these principles, markers use professional judgement based on the training
they have received.
A number of questions in both papers contain elements of using and applying mathematics.
These are not referenced explicitly in the mark scheme.

The mathematics test mark schemes

The marking information for each question is set out in the form of tables, which start on
page 10 of this booklet.
The ‘Question’ column on the left-hand side of each table provides a quick reference to the
question number and the question part.
The ‘Requirement’ column may include 2 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; and

• examples of some different types of correct response.

The ‘Mark’ column indicates the total number of marks available for each question part.
The ‘Additional guidance’ column indicates alternative acceptable responses, and provides
details of specific types of response that are unacceptable. Other guidance, such as the
range of acceptable answers, is provided as necessary. The ‘!’ is used to indicate responses
that are not presented conventionally but are awarded 1 or more marks in recognition of
pupils’ mathematical understanding at this age.
Applying the mark schemes
To ensure consistency of marking, the most frequent queries about applying the mark
schemes are listed on pages 4 and 5 along with the action the marker will take. This is
followed by further guidance on pages 6 and 7 relating to the marking of questions that
involve money, time and other measures. Specific guidance on marking responses involving
coordinates, probability and algebra is given on pages 8 and 9. Unless otherwise specified
in the mark schemes, markers will apply these guidelines in all cases.
 4 2015 key stage 2 level 6 mathematics tests mark schemes

General guidance in marking the level 6 mathematics tests

What if… Marking procedure

The pupil’s response is numerically Markers will award the mark unless the mark scheme states otherwise.
or algebraically equivalent to the
answer in the mark scheme.

The pupil’s response does Markers will use their judgement in deciding whether the response corresponds with
not match closely any of the the statement of the requirements given in the ‘Requirement’ column. Reference will
examples given. also be made to the ‘Additional guidance’ column and, if there is still uncertainty,
markers will contact the supervising marker.

The pupil has responded Calculations, formulae and written responses do not have to be set out in any
in a non-standard way. 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, will be accepted.

There appears to be a misreading This is when the pupil misreads the information given in the question and uses different
affecting the working. information without altering the original intention or difficulty level of the question. For
each misread that occurs, 1 mark only will be deducted.

No answer is given in the expected Where a pupil has shown understanding of the question, the mark(s) will be given.
place, but the correct answer is In particular, where a word or number response is expected, a pupil may meet the
given elsewhere. requirement by annotating a graph or labelling a diagram elsewhere in the question.

The pupil’s answer is correct, but A correct response will always be marked as correct.
the wrong working is shown.

The response in the answer box is Where appropriate, detailed guidance

wrong, but the correct answer is will be given in the mark schemes, which
shown in the working. markers will follow. If no guidance is
given, markers will examine each case to
decide whether:

• the incorrect answer is due to a If so, the mark will be awarded.

transcription error
• the pupil has continued to If so, the mark will be awarded.
give redundant extra working
which does not contradict work
already done
• the pupil has continued to give If so, the mark will not be awarded.
redundant extra working which
does contradict work already
done.
 2015 key stage 2 level 6 mathematics tests mark schemes 5

What if… Marking procedure

The correct response has been Any legible crossed-out work that has not been replaced will be marked according to
crossed out and not replaced. the mark scheme. If the work is replaced, then crossed-out work will not be considered.

More than 1 answer is given. If all answers are correct (or a range of answers is given, all of which are correct),
the mark will be awarded, unless prohibited by the mark scheme. If both correct and
incorrect responses are given, no mark will be awarded.

The answer is correct but, in a later A mark given for 1 part will not be disallowed for working or answers given in a different
part of the question, the pupil has part, unless the mark scheme specifically states otherwise.
contradicted this response.

The pupil has drawn lines which do Markers will interpret the phrase ‘slight inaccuracies in drawing’ to mean ‘within or on a
not meet at the correct point. circle of radius 2 mm with its centre at the correct point’.

within the circle on the circle outside the circle

accepted accepted not accepted

Recording marks awarded

Marking will take place on screen with markers viewing scanned images of pupils’ scripts.
Marks should be input on screen in accordance with the guidance given on the use of the
on-screen marking software.

For multiple-mark questions, markers will record the award of 3, 2, 1 or 0 as appropriate,

according to the mark-scheme criteria. There will be provision in the software to record
questions not attempted (N/A: not attempted).

The software will aggregate mark totals automatically.

Further details on recording marks and the use of the on-screen system will be given at
marker training.
 6 2015 key stage 2 level 6 mathematics tests mark schemes

Marking specific types of question: summary of

additional guidance
Responses involving money

Accept Do not accept

Where the £ sign £3.20 £7

is given
£7.00
for example: £3.20, £7 Any unambiguous indication of the correct Incorrect placement of pounds or pence, eg:
amount, eg:
£320
£
£3.20p
£320p
£3 20 pence
Incorrect placement of decimal point or
£3 20 incorrect use or omission of 0, eg:
£3,20 £3.2
£3-20 £3 200
£3:20 £32 0
£3-2-0

Where the p sign 40p

is given Any unambiguous indication of the correct Incorrect or ambiguous use of pounds or pence,
for example: 40p amount, eg: eg:
£0.40p 0.40p
p
£40p

Where no sign is given £3.20 40p

for example: £3.20, 40p 320p £0.40
Any unambiguous indication of the correct Incorrect or ambiguous use of pounds or pence,
amount, eg: eg:
£3.20p £0.40p £320 £40
£3 20 pence £.40p £320p £40p
£3 20 £.40 £3.2 0.4
£3,20 40 3.20p 0.40p
£3-20 0.40
£3:20
3.20
320
3 pounds 20
 2015 key stage 2 level 6 mathematics tests mark schemes 7

Responses involving time

Accept Do not accept

A time interval 2 hours 30 minutes

for example: Any unambiguous, correct indication, eg: Incorrect or ambiguous time interval, eg:
2 hours 30 minutes 1
2 2 hours 2.30
2.5 hours 2-30
2h 30 2,30
2h 30 min 230
2 30 2.3
150 minutes 2.3 hours
150 2.3h
Digital electronic time, ie: 2h 3
2:30 2.30 min

A specific time 8:40am

for example: 8:40
8:40am, 17:20
twenty to nine
Any unambiguous, correct indication, eg: Incorrect time, eg:
08.40 8.4am
8.40 8.40pm
0840 Incorrect placement of separators, spaces etc
or incorrect use or omission of 0, eg:
8 40
840
8-40
8:4:0
8,40
8.4
084
Unambiguous change to 12- or 24-hour clock,
eg:
17:20 as 5:20pm or 17:20pm

Responses involving measures

Accept Do not accept

Where units are given 8.6kg

(eg: kg, m, l) Any unambiguous indication of the correct Incorrect or ambiguous use of units, eg:
for example: 8.6kg measurement, eg:
8600kg
8.60kg
kg
8.6000kg
8kg 600g
 8 2015 key stage 2 level 6 mathematics tests mark schemes

Responses involving coordinates

Accept Do not accept

Responses involving Unconventional notation, eg: Incorrect or ambiguous notation, eg:

coordinates
(05, 07) (7, 5)
for example:
(five, seven) y x
(5, 7)
(7, 5)
x y
(5, 7) (5x, 7y)
x y
(x = 5, y = 7) (5 , 7 )
(x – 5, y – 7)

Responses involving probability

Accept Do not accept

A numerical Equivalent decimals, fractions and percentages, The following categories should not be credited
probability should be eg: if given as the final answer to a question.
expressed as However, in a multiple-mark question, sight
0.7000
a decimal, fraction or of these can be awarded partial credit in an
percentage only 70 otherwise correct method.
100
for example: ! Probability that is incorrectly expressed,
7 35 eg:
0.7   10   70% 50
7 in 10
70.0% 7 over 10
7 out of 10
7 from 10
! Fraction with non-integers in the numerator
and/or denominator.
! Probability expressed as a percentage
without a percentage sign.
! Probability expressed as a ratio, eg:
7 : 10, 7 : 3, 7 to 10
In a multiple-part question, do not award the
mark for the first occurrence of each category
if unaccompanied by an acceptable response;
award the mark for subsequent occurrences.

A probability correctly expressed in 1 acceptable

form, which is then incorrectly converted or
incorrectly expressed, but is less than 1 and
greater than 0, eg:

70 = 18
100 25

70 = 7%
100

70 is 7:10
100
 2015 key stage 2 level 6 mathematics tests mark schemes 9

Responses involving algebra

Accept Do not accept

Responses involving Unambiguous use of a different case or variable, ! Unconventional notation, eg:
algebra eg:
n × 2,  or  2 × n, or n2, or n + n  for 2n
for example: N used for n
n × n for n2
2+n x used for n
n ÷ 2,  for  n  or 1 n
2 2
n+2
2 + 1n for 2 + n
2n
2 + 0n for 2
n Within a question that demands simplification,
2
do not accept unconventional notation as part of
n2
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 (since this provides insufficient
indication that the pupil recognises the
answer within the equation), eg:
in solving 3x + 2 = 32,
3 × 10 + 2 = 32  for  x = 10

To avoid penalising the 2 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
1 mark, only the final mark should be withheld.

Words used to precede or follow equations or ! Words or units used within equations or
expressions, eg: expressions, eg:
t = n + 2 tiles, or tiles = t = n + 2 for t = n + 2 n tiles + 2
n cm + 2
Do not accept the above on its own. Ignore if
accompanying an acceptable response.

Unambiguous letters used to indicate expressions, ✗ Ambiguous letters used to indicate

eg: expressions, eg:
t = n + 2  for  n + 2 n = n + 2  for n + 2

Note
If 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 in the
general guidance section (pages 4–9).
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.
 10 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 1: Calculator not allowed

Question Requirement Mark Additional guidance

1a 4.9 1m ✓ Accept equivalent fractions and decimals

1b −0.5 1m ✓ − 1
2

2 Gives a correct description that indicates the 1m ✓ Minimally acceptable explanation, eg:
delivery cost is constant, eg: • It is £5
• The delivery cost is always £5
✓ Omission of the actual delivery cost, eg:
• The cost is always £5 no matter how much the
• It always costs the same
toy costs
• The cost is the same
• Delivery stays the same as the cost of toy • The cost of the toy does not affect the
increases delivery cost
! Condone correct response with the pound
sign omitted, eg:
• It is always 5
! Condone explanations which refer to toys
costing up to £20

✗ Incomplete or ambiguous explanation, eg:

• They are equal amounts

3 Gives the three correct numbers in their correct 2m ✓ Unambiguous indication

positions, ie:
✓ Equivalent fractions and decimals, eg:
• accept 12  36 for 12.5
1800

75 24

12.5 6 4

or
Gives two correct numbers in their correct positions 1m

4 Indicates all four correctly, ie: 2m ! Incomplete response

For 2 marks, do not accept any box
✓ left blank

✗ ! Other indication
Accept any unambiguous indication, eg:

✗ • ‘Y’ for ticked

or
Indicates any three correctly 1m
 2015 key stage 2 level 6 mathematics tests mark schemes 11

Paper 1: Calculator not allowed

Question Requirement Mark Additional guidance

5a 70 1m ✗ Incomplete processing, eg:

• 95 – 25

5b 65 1m ✗ F

6a −140 1m

6b 0.25 or 14 1m ✓ Accept equivalent fractions or decimals

✗ Embedded solutions

7a Gives a correct explanation that recognises 1m ! Minimally acceptable explanation:

3 of the 10 number cards are factors of 14, eg: factors listed without a probability, eg:
• 1, 2 and 7 are factors of 14, so it is three out • 1, 2 and 7
of ten
! Condone explanations that indicate that
1, 2 and 7 are the only factors of 14
! Incomplete explanation with numbers
indicated on cards
If the cards 1, 2 and 7 and no others are
indicated on the diagram, award 1 mark for
an incomplete explanation within the
explain bubble

✗ Incomplete explanation, eg:

• Three of the ten cards are a factor of 14
so the probability is three tenths
• Three of the cards are factors
7b Gives a number that has four of its factors 1m ! Answers below 100 are as follows:
between 1 and 10 inclusive, eg: 6, 8, 10, 16, 28, 32, 45, 50, 64, 66, 78 and 88
• 6
• 50
 12 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 1: Calculator not allowed

Question Requirement Mark Additional guidance

8 Draws a correct view of the new cuboid using the 1m ✓ Lines not ruled or accurate
isometric grid, eg: Accept slight inaccuracies in drawing
•
✓ Alternative orientation, eg:
•

•
✓ Some or all internal lines omitted, eg:
•

! Some or all hidden lines drawn

Do not accept unless hidden lines are dotted
or otherwise shown as hidden
•
! Extended edges
Condone

! Ignore incomplete drawings

✗ External lines omitted

9 160 2m
or
32 seen (number who play tennis) 1m ✗ 32% seen
OR
Shows or implies a complete correct method, eg:
• 8 × 4 × 5
• 25% of tennis is 8
8 × 4 = 24 (error)
tennis is 20% of sports club
24 × 5 = 120

10 Sum completed using the correct three cards, ie: 1m ! The correct three fractions may be given
in any order
1 1 1
4 + 5 + 20 = 12 ✓ Unambiguous indication, eg:
• fractions joined to boxes
• use of correct equivalent fractions or
decimals or percentages which must be
linked to the original fraction cards
 2015 key stage 2 level 6 mathematics tests mark schemes 13

Paper 1: Calculator not allowed

Question Requirement Mark Additional guidance

11 15 2m
or
6(cm) and 1.5(cm) seen (the dimensions of the 1m
rectangle)
OR
Shows or implies a complete correct method, eg: ✗ Confusion between area and perimeter,
ie:
• √36 = 8 (error)
8÷4=2 • side of square is 36 ÷ 4 = 9 (error)
2 × (8 + 2) 2 × (9 + 2.25)

• 6 × 6 = 36
6 ÷ 4 = 1.2 (error)
6 + 1.2 + 6 + 1.2

12 Completes all four rows of the table correctly, eg: 2m ✓ Angles within a row in either order
90° 45° 45° ✓ The bottom two rows may be given in
either order
80° 90° 10°
! Condone omission of degree signs
70° 70° 40°
! For 2 marks, do not accept correct angles
70° 55° 55° in 3rd row repeated in 4th row, in either
order
or
Completes three rows correctly 1m

13 Gives a correct explanation which demonstrates 1m ✓ Minimally acceptable explanation, eg:

how the graph shows two children could be taller • It could be 1.64, 1.56, Alfie
than Alfie, eg: • It depends on how tall the other person in
• One person from the class is 160−169cm. But his height group is
someone as well as this person could be taller • There could be someone between
than Alfie. 2 people range from 150−159cm, 150−159cm who is taller than Alfie
the other person could be 154, 155, etc ! Condone incorrect use of boundary
values, eg:
• One child is in the range 160cm–169cm.
Don’t know how tall the other child
between 150 cm and 159 cm is

✗ Incomplete or incorrect explanation, eg:

• There is 1 child in the range
150cm–159cm taller than Alfie
• There could be two children taller than
Alfie
 14 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 1: Calculator not allowed

Question Requirement Mark Additional guidance

14 14 2m ! Algebra
See guidance (page 9)
or
Shows or implies a correct first step of algebraic 1m ! Condone correct embedded solutions
manipulation that either reduces the number of Award 1 mark, for a response which shows
terms or collects variables on one side of the 14 as the embedded solution to their
equation and numbers on the other, eg: working, eg:
• 2y + 12 = 40 • 7y + 12 = 5y + 40
• 7y = 5y + 28 (7 × 14) + 12 = (5 × 14) + 40
• 7y − 5y = 40 − 12 110 = 110
• 2y = 28
• 28 ÷ 2
2015 key stage 2 level 6 mathematics tests mark schemes 15

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 16 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

1 Draws the three correct lines and no incorrect 2m ! Lines do not touch the shapes
lines, ie: Accept provided the intention is clear

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8

or
Draws two correct lines and no incorrect lines 1m
OR
Draws the three correct lines and one incorrect
line

2a £ 4.06 1m ! Money
See guidance (page 6)
2b 200 2m ! Measures
See guidance (page 7)
or
Gives an answer of 180 or 184 or 184.4(…) 1m
OR
Shows or implies a complete correct method, eg: ! Inconsistent units
• 1000 × 2.49 ÷ 13.50 Within an otherwise correct method,
condone
• £13.50 ÷ £2.49 = 5.42
1000 ÷ 5.42 eg, for 1 mark accept:

• 1350 ÷ 1000 = 1.35 • (£)13.50 ÷ 1000 = 1.35(p)

249 ÷ 1.35 (£) 2.49 ÷ 1.35(p)

• £1.35 = 100 • (£)13.50 ÷ 1000 = (£)0.0135

£2.70 = 200 249(p) ÷ (£)0.0135

3 Completes all 7 entries in the table correctly, ie: 2m

No. Football Netball Hockey

6M 27 7 7 13

6P 33 16 9 8

6T 30 5 10 15

or
Completes the first two rows (6M & 6P) correctly 1m
OR
Completes the third row (6T) correctly
 2015 key stage 2 level 6 mathematics tests mark schemes 17

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

4 35 2m
or
Shows or implies a complete correct method, eg: 1m ! Inconsistent units
• (670 – 250) ÷ 12 Within an otherwise correct method,
condone
• 670 = 250 + 12n eg, for 1 mark accept
12n = 670 − 250 (£6.70 – 250) ÷ 12
12n = 430 (error)
n = 430 ÷ 12 = 25.8 (error) ! Condone correct embedded solutions
Award 1 mark, for a response which shows
35 as the embedded solution to their working

5a Gives a correct probability, eg: 1m ! Probability

1 2 See guidance (page 8)
• 85 or 170
• 0.012 or 0.011(…)
• 1.2% or 1.1(…)%
5b Gives a correct probability, eg: 1m ! Probability
1 See guidance (page 8)
• 20
• 0.05
• 5%

6 18 2m ! Measures
or See guidance (page 7)

1728 seen (the volume of the cube/cuboid) 1m

OR

Shows or implies a complete correct method, eg:

• 12 × 12 × 12 = 1440 (error)
1440 = 16 × 6 × height
height = 1440 ÷ (16 × 6) = 15
• 12 × 12 × 12 ÷ 16 ÷ 6
 18 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

7 Award marks as shown below for values of

n and p which meet the following criteria:

n:p
2:3 3:2

n is multiple of 5
2 marks 1 mark
and
[A] [C]
p is multiple of 6

n is multiple of 5
1 mark
or 0 marks
[B]
p is multiple of 6

The following examples are worth 2 marks: 2m ! For 2m or 1m, accept multiple answers
provided all meet the requirements for the
• n = 20 and p = 30 [A]
mark(s) and are clearly distinguishable as
• n = 80 and p = 120 [A] separate answers, eg for 2 marks
• n = 20, 40, 60
p = 30, 60, 90
or
The following examples are worth 1 mark: 1m
• n = 5 and p = 7.5 [B]
• n = 10 and p = 15 [B]
• n = 4 and p = 6 [B]
• n = 90 and p = 60 [C]
OR
Shows or implies a method for rearranging ! For 1m, condone
n 2
p = 3 which moves p from the denominator, a list of at least five additional ratios or
eg: fractions equivalent to 2 with none incorrect
3
• 3n = 2p
2p
• n =
3
OR
Shows or implies a complete correct method, eg:
• 2 × 5 × 6 : 3 × 5 × 6
 2015 key stage 2 level 6 mathematics tests mark schemes 19

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

8 Gives a correct explanation, which demonstrates 1m ✓ Minimally acceptable explanation, eg:

that the likelihood for 9 is greater than the 2 4
• 3 is 36 , 9 is 36
likelihood for 3, eg:
• 3 has 2 ways, 9 has 4 ways
• There are only two ways to score 3 • 1 + 2, 2 + 1 and 4 + 5, 5 + 4, 3 + 6
(2 + 1, 1 + 2), but there are more ways to
score 9, eg 4 + 5, 5 + 4, 3 + 6 ! Reversals not considered
• Jack is incorrect because there are two ways Condone, provided a consistent approach is
of making 3 with those dice (1 + 2 and 2 + 1) used for both totals, eg:
but there are 4 ways of making 9 (3 + 6, 4 + 5, • There is one way to make 3 and two ways
5 + 4 and 6 + 3) to make 9
2 • 1 + 2, 4 + 5, 6 + 3
• The probability of scoring 3 is 36 but the
4
probability of scoring 9 is 36
! Incomplete explanation in explain bubble

• + 1 2 3 4 5 6 If the response in the explain bubble is

incomplete and does not include any
1 2 3 4 5 6 7 incorrect mathematics then working outside
2 3 4 5 6 7 8 the bubble is considered

3 4 5 6 7 8 9 ✗ Incomplete or incorrect explanation, eg:

• 9 is more likely than 3
4 5 6 7 8 9 10
• There are more ways to make 9 than 3
5 6 7 8 9 10 11 1
• The probability of 3 is 36
6 7 8 9 10 11 12 • There is only one way to score 3
✗ Incorrect mathematics, eg:
• The probability of 3 is 2 and the
12
probability of 9 is 4
12
• 3 is 1 + 2
9 is 4 + 5, 6 + 3, 2 + 7, 8 + 1
• The probability of 9 is 2 and 3 is 1
21 21
 20 2015 key stage 2 level 6 mathematics tests mark schemes

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

9 Shades three faces only, to complete the net 2m ! Shape not shaded
correctly, ie: Accept any unambiguous identification
• provided the intention is clear

or
Shades at least two faces correctly with no more 1m
than one face shaded incorrectly, eg:
•

•
 2015 key stage 2 level 6 mathematics tests mark schemes 21

Paper 2: Calculator allowed

Question Requirement Mark Additional guidance

10a 400 2m
or
Shows or implies a complete correct method, eg: 1m
• 30% – 25% = 5%
5% = 20
100% = 20 × 20
10b 111.6 or 112 1m ✗ 111

11 160 2m ! Measures
or See guidance (page 7)

Shows or implies a complete correct method, eg: 1m

• 3 × 100 = 300
2 × 70 = 140
300 – 140

12 1372 3m ✓ Condone the following that arise from

other values of π
• values between 1371 and 1380 inclusive
• 2000 − 200π

✗ Throughout the question do not accept 3

as a value for π
or
628 seen (area of semi-circle) 2m ! Partial credit can be awarded for working
in metres.
OR
✓ Condone the following seen that arise
from other values of π
• values between 620 and 629 inclusive
• 200π
Shows or implies a complete correct method, eg: ! The squaring must be interpreted
correctly, eg:
• Rectangle = 40 × 50 = 2000
do not accept
Circle = 3.14 × 202 = 1256
Semi-circle = 1256 ÷ 2 = 623 (error) • circle = 3.14 × 202
2000 – 623 = 125.6

or
1256 seen (area of circle) 1m ! Partial credit can be awarded for working
in metres.
OR
✓ Condone the following seen that arise
from other values of π
• values between 1240 and 1257 inclusive
• 400π
A value between 743 and 760 inclusive seen ✓ Condone 2000 − 400π
(area of whole circle subtracted from rectangle)
OR
Shows or implies a correct method to find the ! The squaring must be interpreted
area of the semi-circle, eg: correctly
• 3.14 × 400 ÷ 2
22 2015 key stage 2 level 6 mathematics tests mark schemes

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2015 key stage 2 level 6 mathematics tests mark schemes 23

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2015 key stage 2 level 6 mathematics: mark schemes
Print version product code: STA/15/7221/p ISBN: 978-1-78315-423-4
Electronic version product code: STA/15/7221/e ISBN: 978-1-78315-450-0

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If you have any queries regarding these test materials contact the national curriculum assessments helpline on
0300 303 3013 or email [email protected].