Edexcel Maths GCSE - Solving Linear Equations (FH) PhysicsAndMathsTutor.

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Q1. Solve

4t + 1 = 19

t = .......................................
(Total 2 marks)

Q2. (a) Solve 2(y – 3) = 8.

y = ..............................
(2)

(b) Solve 4x + 1 = 2x +12.

x = .............................
(2)
(Total 4 marks)

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Q3. (a) x < –2

Show this inequality on the number line.

(2)

(b) Solve 5(y + 2) = 4 – 7y

y = ....................
(3)
(Total 5 marks)

Q4. The perimeter of this shape is 22 cm.

All measurements

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are in centimeters

Find the area.

..................................... cm2
(Total 5 marks)

Q5.

Diagram NOT accurately drawn

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In this quadrilateral, the sizes of the angles, in degrees, are

x+ 10
2x
2x
50

(a) Use this information to write down an equation in terms of x.

..............................................................................
(2)

(b) Work out the value of x.

x = ............................
(3)
(Total 5 marks)

Q6. (a) Solve 2x = 10

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x = ......................................
(1)

(b) Solve y–3=8

y = ......................................
(1)

(c) Solve 4t + 1 = 19

t = .......................................
(2)

(d) Solve 4w + 8 = 2w + 7

w = .....................................
(2)
(Total 6 marks)

Q7.

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Diagram NOT accurately drawn

The diagram shows a rectangle.

All the measurements are in centimetres.

(a) Explain why 4x + 1 = 2x + 12

.........................................................................................................................
(1)

(b) Solve 4x + 1 = 2x + 12

x = ........................................
(2)

(c) Use your answer to part (b) to work out the perimeter of the rectangle.

........................................ cm
(2)
(Total 5 marks)

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Q8. (a) Solve 4x + 1 = 9

x = ........................................
(2)

(b) Solve 2y – 1 = 12

y = ........................................
(2)
(Total 4 marks)

Q9. (i) Simplify 13x – 24y + 17x + 14y

.....................................

(ii) Solve 6(1 – 2x) – 3(x + 1) = 0

.....................................

(Total 5 marks)

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Q10. (a) Solve 5p – 16 = 4

p = .....................................
(2)

(b) Solve 2q – 4 = 5q + 5

q = .....................................
(2)

y = 3(2x – 1) – 2(5 + 3x)

(c) Find the value of y.

y = .....................................
(2)
(Total 6 marks)

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M1.

Working Answer Mark Additional Guidance

4t = 18 4.5 2 M1 for subtracting 1 from both sides (or dividing by 4)

A1 for 4.5 oe

Total for Question: 2 marks

M2.

Working Answer Mark Additional Guidance

(a) 7 2
M1 for 2y – 6 = 8 or y – 3 =
A1 cao

(b) 4x – 2x = 12 – 1 5.5 2 M1 4x – 2x = 12 – 1 oe
A1 5.5 oe

Total for Question: 4 marks

M3.

Working Answer Mark Additional Guidance

(a) See diagram 2 B2 for correct directed line from –2, ±2 mm and

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below an empty circle

(B1 for only one of these correct)

(b) 5y + 10 = 4 – 7y –½ 3 B1 for 5y + 10
12y + 10 = 4 M1 for 5y + 7y = 4 – “10” oe
12y = –6 A1 for –½ oe
y = –½ OR

M1 for y + 2 = oe

M1 for y + – 2 oe
A1 for –½ oe

Total for Question: 5 marks

M4.

Working Answer Mark Additional Guidance

2(3x + 2x + 7) = 22 19.36 cm2 5 M1 for attempt to find an expression

of the perimeter
OR
A1 for 10x + 14 = 22
3x + 2x + 7 + x+ x + 2x + x + 7 = 22
A1 for x = 0.8
10x + 14 = 22
M1 for attempt to find area
10x = 8
A1 for 19.36
x = 0.8

Area = 2.4 × 8.6 – 1.6 × 0.8

OR

0.8 × 08 + 2.4 × 7.8

Total for Question: 5 marks

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M5.

Working Answer Mark Additional Guidance

(a) 2x + 2x + x + 10 + 5x + 60 = 2 M1 3 or 4 out of 2x, 2 x, x + 10, 50 added together

50 = 360 360 A1 2x + 2x + x + 10 + 50 = 360 oe including
x = 60

(b) 5x + 60 = 360 60 3 M1 for isolating their terms in x

5x = 300 M1 for dividing their numerical term by the
coefficient of their x term
A1 cao
All the marks in (b) may be given for work done in
answering (a) providing there is no contradiction
Candidates can score full marks in (b)
independent of their answer in (a) (e. g. by starting
again)

Total for Question: 5 marks

M6.

Working Answer Mark Additional Guidance

(a) 5 1 B1 cao

(b) 11 1 B1 cao

(c) 4t = 18 4.5 2 M1 for subtracting 1 from both sides (or dividing

by 4)
A1 for 4.5 oe

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(d) 2w + 8 = 7 2 M1 for an intention to take 2w from both sides

or take 8 from both sides

A1 for oe

Total for Question: 6 marks

M7.

Working Answer Mark Additional Guidance

(a) opp sides 1 B1 for a correct explanation

are equal

(b) 4x – 2x = 12 – 1 5.5 2 M1 for 4x + 1 – 1 – 2x = 2x + 12 – 1 – 2x oe

A1 for 5.5 or 11/2 or 5½

(c) ‘5.5’ × 2 + 57 2 M1 for correct substitution of x = ‘5.5’ into the four

4 × ’5.5’ + 1 + expressions to find the sum of FOUR sides or
2’5.5’ + 12 8x + 13 seen
A1 ft

Total for Question: 5 marks

M8.

Working Answer Mark Additional Guidance

(a) 4x = 9 – 1 2 2
M1 for 4x = 9 – 1 or or a clear
intention to either subtract 1 from both sides of the

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equation or to divide each term by 4

A1 for 2 (accept )

(b) 2y = 12 + 1 6.5 2
M1 2y = 12 + 1 or or a clear
intention to either add 1 to both sides of the
equation or divide each term by 2

A1 6.5 oe (accept )

Total for Question: 4 marks

M9.

Working Answer Mark Additional Guidance

(i) 30x – 10y 5 B2 cao

(If no marks then B1 30x, B1 10y)

M1 for correct multiplication of brackets to get

(ii) 6 – 12x – 3x – 3 = 0 6 – 12x – 3x – 3

3 – 15x = 0 A1 3 – 15x = 0

15x = 3

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Total for Question: 5 marks

M10.

Working Answer Mark Additional Guidance

(a) 5p = 20 4 2 M1 add 16 to both sides

A1 cao

(b) – 4 – 5 = 5q – 2q –3 2 M1 for correct method isolate ± 3q

A1 cao

(c) 6x – 3 − 10 – 6x = –13 2 M1 at least one expansion correct

A1 cao

Total for Question: 6 marks

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E1. Not surprisingly, the majority of the candidates were able to solve the equation
correctly. Some used an algebraic approach whereas others started with 19 and used
inverse operations.

E2. Part (a) was generally well done with the majority of candidates expanding the bracket
correctly and then going on to solve the equation

Part (b) was also dealt with correctly by most candidates, although again a small number
were let down by the arithmetic and could not go correctly from 2x = 11 to a final answer.

E3. Showing the inequality on the number line was not done well with the majority unable
to gain either of the two marks. An open circle was needed to be drawn on the line, or
close to it, at the position indicated by –2. A line with an arrow was then required to show
the direction in which the valid values lay. Lack of attention to detail in drawing both was a
contributory factor in the loss of marks.

Solving the algebraic equation in part (b) did allow students with a flair for algebra to
demonstrate their ability and there were some exceptionally good correct solutions.
However many students still struggle with trying to solve equations. Many scored the first
mark by correctly expanding 5(y + 2) but then failed to complete their solution correctly.
The most common error was to write 5y – 7y or 7y –5y which resulted in no more marks
being scored. A few used flow diagrams which were not appropriate for this type of
equation.

Overall, 67% failed to score any marks on this question with a further 18% scoring just 1
mark.

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E5. This was a linked question in which in part (a) candidates had to derive an equation
and then solve the equation in part (b). Many candidates did in fact produce the equation
5x + 60 = 360 as their answer. These candidates usually went on to solve the equation
correctly. A few candidates did simplify the expression x + 2x + 2x + 10 + 50 as 4x2 + 60

Of those candidates who could not do part (a), a sizable number were still able to find the
value of x in part (b) by judicious use of the calculator. They earned the marks available
for part (b). Many candidness put down an incomplete answer to part (a) by just writing
the expression 5x + 60. Many of them went on to find the value of x as 60 in part (b) but
sadly a minority then made up and solved the equation 5x + 60 = 0

E6. Part (a) was mostly correct. The most common incorrect response was writing ‘8’.
Others left the answer embedded in the equation, writing ‘2 × 5’ or ‘2 × 5 = 10’. No marks
could be scored for these unless the 5 was clearly indicated as their answer.

Part (b) was also mostly correct although 5 was seen every so often where candidates
had subtracted 3 rather than add it on to 8.

In part (c) over 60% of the candidates scored both marks for a correct answer, many of
these coming from a numerical rather than an algebraic approach or on many occasions
without any working shown at all. A common incorrect answer was 14 when candidates
subtracted 1 and then subtracted 4 instead of dividing by 4.

In part (d) it was clear that the majority of candidates lacked an understanding of algebraic
methods with over 80% of the candidates not scoring any marks at all. A considerable
number of candidates made no attempt at all. The most common errors were to reach 6w
or 15, often both. Many failed to set out their work as a series of equations. Some showed
4w – 2w = 2w and 7 – 8 = –1 but then failed to equate these two value. Others attempted
trial and improvement but seldom got the correct answer from this method.

E7. Foundation

In part (a), candidates often failed to gain the mark when their explanation was unclear.
For example, comments like “because the are the same” are ambiguous. To gain the
mark, explanations needed to refer to the sides of the rectangle and not the equation.

As in question 24, algebraic methods were few and far between, many attempts leading to
an answer of 6.5 (2x = 12 + 1). Some candidates correctly found x to be 5.5 and then tried
to use this result to answer part (a). Again, in this question, trial and improvement

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methods were common.

Having found a value for x in part (b), many failed to use it in an attempt to find the
perimeter in part (c). Often just the lengths of two sides were calculated leading to
incorrect answers of 11 (5.5 + 5.5) or 46, the sum of the two longer sides.

Higher

In part (a) the majority of candidates were able to give a correct explanation although
some gave parallel sides rather than equal sides as the reason. Another common error
was for candidates to substitute x = 5.5 into both expressions instead of using the
properties of a rectangle. Only the weakest candidates failed to gain any marks in part (b).
The most common errors resulted from incorrect manipulation and often led to 2x = 13
(instead of 2x = 11). Some candidates failed to divide 11 by 2 correctly. Those who
resorted to trial and improvement were rarely successful. Although there were many fully
correct answers in part (c) some candidates struggled to substitute correctly into each of
the four expressions. Many made calculation errors. Only a small number of candidates
stated that the total perimeter was 8x + 13 and then made just the one substitution.

E8. Very many candidates employed trial and improvement methods in their attempt to
solve these two linear equations. In part (a), this lead to many embedding the answer of 2
in their working and giving an answer of ‘9’ on the answer line. This often gained one
mark.

In part (b) such methods were less successful with the answer being a fraction. Incorrect
answers of 6 or 7 or 6r1 were commonplace.

Many candidates are clearly unaware of the meaning of 2x and 2y, using them as 2 + x
and 2 + y respectively, giving answer of (a) 4 and (b) 11. (a) 8, (b) 13 were also common
wrong answers.

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