Mark Scheme with Examiners Report

IGCSE Mathematics Papers 3H & 4H (4400)

November 2005
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IGCSE MATHEMATICS 4400, NOVEMBER 2005 MARK SCHEME

Paper 3H

Q Working Answer Mark Notes

1 (a) 2.6 2.5128... 2 B2 for 0.08717 or better

0.087179... (B1 for 2.5128... seen)

(b) 0.087 1 B1 ft from (a) if <0.1

Total 3 marks

2 one correct point plotted or 3 B1

stated
second correct point plotted or B1
stated
correct straight line between B1 -B1 if no y scale
-2 and 4

Total 3 marks

3 kite with sides correct lengths 4 B1 allow 2mm

correct arcs radius 7.6cm seen M1 allow 2mm
correct arcs radius 4.3cm seen M1 allow 2mm
correct kite A1 within guidelines
dep on both M marks

Total 4 marks
4 (a) (0x1) + (1x6) + (2x5) + (3x2) + 3 M1 for no. bananas x frequency
(4x7) + (5x4)
OR 6 + 10 + 6 +28 + 20
70/25 M1 (dep on 1st M1) for sum and 25
2.8 A1

(b) 6/25 x 575 3 B1 for 6/25 seen

M1 for 6/25 x 575
138 A1

Total 6 marks

5 ACD = 18 5 B1 stated or shown on diagram

alternate angles B1
180 2 x 18 M1
isosceles and sum of B1 for both
144 A1 ft from 18

Total 5 marks

6 5.7 x 7.6 or -43.32 3 M1

5.7 - 7.6 or -1.9 M1
22.8 A1 cao

Total 3 marks

7 (a) 3 x 125/20 2 M1
7.5 A1 cao

(b) 50 x 5.7/3 or 5.7 = 3d / 50 2 M1

95 A1 cao

Total 4 marks
8 (a) HL W 3 B1 for N = expression with L,W,H
N oe HL W
6 for oe
B2
6
L WH WH
(B1 for , L etc)
6 6
(b) P = 2L + 2W 2 M1
PH
N 12 A1 for
PH
oe; condone missing N=
12

Total 5 marks

9 (a) correct image 2 B2 B1: rotation 90 about any centre

or rotation 90 clockwise about (4,2)
or 2 vertices correct

(b) correct image 2 B2 B1: enlargement with scale factor

(or -) from any centre or 2 vertices
correct

Total 4 marks

10 (a) 26/100 x 85 or 22.1 3 M1

85 22.1 M1 (dep) or M2 for 74/100 x 85
62.9 A1

(b) 48.1 / 0.74 3 B1 for 0.74 seen

M1 for 48.1 / 0.74
65 A1 cao

Total 6 marks
11 5x + 4 = 6 3 M1
5x = 2 M1
2/5 A1

Total 3 marks

12 (a) (i) 42 44 2 B1
(ii) 10 12 B1

(b) UQ = 41 43 LQ = 10 12 2 M1 for reading at 25 and 75 stated or cfs

28 - 33 A1 of 25 and 75 indicated on graph

Total 4 marks

13 lines 4 B3 B1 for each correct line

region B1 for correct region shaded in or out

Total 4 marks

14 (a) 82 + 82 = 64 + 64 = 128 4 M1 for 82 + 82

"128 " M1 (dep)
11.3137... A1
11.3137... 8
B1
2

OR
42 + 42 = 16 + 16 = 32 M1
" 32 " M1
5.6568 M1
5.6568 - 4 B1
 (b) 82 + 1.662 2 x 8 x1.66cos45 3 M1
or
82 + 9.662 2 x 8 x9.66cos45
47.974... A1
6.93 A1 for 6.93 or better

OR
PX=AX = 1.66cos45 = 1.173
(8 1.173)2 + 1.1732 M1 dep
M1 for 6.93 or better
OR 6.93 A1
OD = 4 + 1.66 = 5.66
5.662 + 42 M1
M1
6.93 A1 for 6.93 or better

Total 7 marks

15 (a) -2 x 2 2 B2 B1 x 2 or x -2 or -2 < x < 2 or

x 2 or x 4

(b) solid circles at 2 and 2 2 B1 ft from (a)

line joining circles B1 SC if x 2 in (a) award B1 for solid
circle at 2 and B1 for line to left

Total 4 marks

16 (a) (i) 42 2 B1 cao

(ii) angle at centre = B1
2 x angle at circumference
 (b) 90 + 42 or 180 48 2 M1
132 A1 ft from 42

Total 4 marks

17 (a) 2 1 B1 cao

(b) -1 2 B1 cao
2 B1 accept 1.9

(c) f (4) 2 M1
-14 A1 accept -13 to -14 inclusive

(d) tangent drawn at (-1,9) 3 M1 within guidelines

vertical difference
horizontal difference M1 of points on tang or chord near (-1,6)
-9 A1 dep on second M1

(e) 2 2 B1 cao
6 B1 cao

Total 10 marks

18 4 4 4 M1 4 3 4 3
53 4.6 3 for R r
3 3 3 3
523.59... 407.72... B1 R = 5 used correctly
B1 r = 4.6 used
116 A1 for 116 or better (115.878...)
ft from r if 4 < r < 5

Total 4 marks
19 (a) 3 5 2 M1

5 6 1
2 A1

(b) 3 2 7 3 M1 for one correct product or term

M1 for complete correct expression
5 5 10
3 5 2 7 3 1
or
5 6 5 10 5 6
1 2 7 3 1
or
2 5 10 5 6
2 3
or 1
5 10
44 22 A1 SC if no marks in either part
or M1 for correct tree diagram
50 25

Total 5 marks

20 (a) (i) 5 3 B1 cao

(ii) 7 B1 cao
(iii) 9 B1 ft from 24 (3 + w + x)

(b) (i) 3 3 B1 cao

(ii) 15 B1 ft from w + x + 3
(iii) 0 B1 cao

Total 6 marks
21 3x2 = 2x + 5 6 M1
(3x 5)(x + 1) = 0 M1 for correct factorisation
5
x= and x = -1 A1A1 dep on both method marks
3
5
e.g. 2 x + 5 M1 for substituting both their x values
3
into one of the original equations
2 x -1 + 5
5 25
x= ,y= A1 for both pairs; dep on first M1
3 3
x = -1, y = 3
OR
2
y 5 M1
y 3
2
(3y 25)(y -3) = 0 M1 for correct factorisation
25
y and y = 3 A1 dep on both method marks
3
A1
25
e.g. 2x 5 M1 for substituting both their x values
3 into one of the original equations
3 = 2x + 5
5 25
x= ,y= A1 for both pairs; dep on first M1
3 3
x = -1, y = 3
Total 6 marks

PAPER TOTAL 100 MARKS

IGCSE MATHEMATICS 4400, NOVEMBER 2005 MARK SCHEME

Paper 4H

Q Working Answer Mark Notes

1 (a) 11, 12, 13, 15 2 B2 one omission B1

one extra prime or mult of 3: B1

(b) or empty set or nothing oe 1 B1 not 0 or A intersection B

(c) No; 11 isnt a multiple of 3 1 B1

Total 4 marks

2 (a) 250 / 5 x 3 3 M1 M1 either order

150 A1

(b) 200 / 5 x 8 3 M1 M1 either order or each x 40, add

320 A1

Total 6 marks

3 (a) x(x 5) 1 B1

(b) 2x2 + 3xy 2 B1B1

(c) x2 4x + 2x 8 2 M1 3 correct terms

or 4 correct terms ignoring signs
x2 2x 8 A1

Total 5 marks
4 (a) 24 1, 84 1 2 B1B1 22 & 82: SC B1

(b) home oe 1 B1 not at destination

(c) 0 to 40 1 B1 or range within this

(d) 5/20 or 5 x 3 2 M1 (4.4 to 6) / 20 or other correct

14.4 to 15 A1

(e) 84 2 1 B1 ft(a)

Total 7 marks

5 (a) 220 2 2 B2 B1 for 180<angle<270

(b) four construction arcs seen 2 B1

line, length >4cm B1 2 mm of correct

(c) 300 1 B1

Total 5 marks

6 (a) rotation 3 B1
90 (clockwise) B1 or 270 anticlockwise
about (2, 0) B1 any extra transf: B0

(b) FTTF 2 B2 B1 for three correct

Total 5 marks
7 (a) 1 (0.25 + 0.25 + 0.1) 2 M1 (1 0.51 = ) 0.49 : allow M1
0.4 A1

(b) 0.25 + 0.1 2 M1 (0.25 + 0.1 = ) 0.26 : allow M1

0.35 A1

Total 4 marks

8 mid-points attempted 4 B1
fx attempted (190) M1 Consistent x in range
f (20) M1 dep M1
9.5 A1

Total 4 marks

9 cos68=4.8/x or 4.8=xcos68 3 M1
x = 4.8 / cos68 M1
12.8... A1

Total 3 marks

10 (a) Nigeria 1 B1

(b) 1.08 x 108 2 B2 figs 108 : B1

(c) 4.2 x 107 1 B1

Total 4 marks
11 (a) x2 + (x + 2) 2 = (x + 3) 2 1 B1 oe brackets essential; ISW

(b) correctly expand one bracket 2 B1 allow seen in (a)

all terms seen & correct collection B1

(c) x = (2 + ((-2)2 4 x (-5))/ 2 oe 3 M1

x = 3.4 (or better) A1 ignore other ans, if given
3.4, 5.4, 6.4 B1f ft her 3.4

Total 6 marks

12 (a) (i) vertical horizontal 2 M1

2 A1
(ii) hourly charge oe 1 B1

(b) y = 2x + 1 2 B1B1 B1f: (his 2)x ; B1: +1; -B1 if no y =

(c) line through (0,3) grad = 1.5 or 1 + 2x = 3 + 1.5x 2 M1

4 A1

Total 7 marks

13 (a) 1/3 & 1/2 oe 3 B1 correctly placed once

correct structure B1 just branches
all correct B1 including probabilities and labels

(b) (1/6) 2 or (1/3) 2 or (1/2) 2 oe 3 M1

add these M1
7/18 or 0.38(8...) or 0.39 oe A1

(c) (5/6) 2 2 M1
25/36 or 0.69(4...) oe A1

Total 8 marks
14 max/min attempted 3 M1
1005 / 2.45 M1
411 A1 410 : sc B2

Total 3 marks

15 (a) 3x2 12 2 B2 B1 each term; -B1 for extra

(b) 3 x 02 12 2 M1
-12 A1

(c) (his 3x2 12) = 0 4 M1

(x 2)(x + 2) = 0 M1 or x2 = 4
or (3x - 6)(x + 2) = 0 oe
x = 2 or 2 or (2,1) A1
A is (-2, 33), C is (2, 1) A1

Total 8 marks

16 20 or (x + 10) seen 3 M1
9 x 20 = 10 (x + 10) M1 or 9 x 20 / 10 oe
x=8 A1

Total 3 marks

17 (a) -1 f(x) 1 2 B1B1 or 1 to 1 oe

(b) range of g : 0 to 1 3 B3 both correct : B3

p = 0, q = 45 g : 0 to 1 & one end correct : B2
g : 0 to 1 or one end correct : B1

Total 5 marks
18 (a) 32 1 B1
 (b) 2 1 3
9
1 x 2 1
or M1 or or
2
9
2 512
16 2 2
2 16 2 1 512
2 1 M1 or or
x or
2 512 512 512
10
2 16 2 2 512
or A1
32 512
Total 4 marks

19 sees that 1 square = 12 stones 3 M1 or correct scale shown

12 x total no. of squares (29) M1 or correctly uses his scales to find
total area
348 A1

Total 3 marks

20 (7, -1) 2 B2 B1 each coordinate

Total 2 marks

21 52 + 52 or 102 + 102 4 M1
50 or 200 or 7.07 (...) M1
tan VAM = 12 / (her 7.07) oe M1 dep 1st M1
59.49(...) or 59.5 A1

Total 4 marks

PAPER TOTAL 100 MARKS

 IGCSE MATHEMATICS 4400, NOVEMBER 2005
CHIEF EXAMINERS REPORT

Paper 3H

General Comments

This paper gave candidates the opportunity to demonstrate positive achievement,

which was taken by the majority. Most of the questions proved accessible and many
had a high success rate. The only exceptions to this were Questions 3 (kite
construction), 15(a) (inequality) and 20 (Venn Diagram). Methods were generally
well explained with working clearly shown.

Question 1
There were few errors with the calculation in part (a), although 0.17037
9.7
(2.6 9.8 2.7 1.2) and 2.229 2.6 1.2 appeared occasionally. Most
2.7
candidates scored the mark for rounding in part (b) but a minority gave 0.09 or 0.1.

Question 2
Many correct lines were seen but, surprisingly often, an inappropriate choice of
scale on the y-axis resulted in the graph going off the grid at x = -1.

Question 3
There was wide variation between centres but, in general, this question proved
difficult and was badly answered, even by many of the best candidates. Some
misinterpreted the information given, misunderstanding the term shorter
diagonal, while others did not appreciate the meaning of construct and ignored
the instruction to show all construction lines. A drawing within the tolerance but
with no visible construction scored 1 mark out of 4. The same mark was awarded
for a drawing within the tolerance to which an assortment of spurious or irrelevant
arcs had been added. A preliminary sketch is often helpful in questions of this type.

Question 4
Both parts were well answered, the most common error being the evaluation of
0 x 1 as 1 in the calculation of the mean in part (a).

Question 5
Many gained full marks. If marks were lost, it was usually for inadequate reasons,
especially giving just parallel lines as the reason that angle ACD is 18.
Alternate angles was required. Z angles was also accepted but will not be in
future. A minority of candidates wrote mini essays, which should be discouraged.
Working with concise reasons alongside the related line in the working is much
easier to follow.

Question 6
The calculation was usually performed accurately, although occasional sign errors
led to answers of -22.8.

Question 7
Direct proportion was well understood and errors were rare.
Question 8
N = was sometimes omitted in the first part but, otherwise, few marks were lost.
The second part proved much more demanding, although a substantial minority
PH
gave a correct formula in a simplified form such as N . Any correct formula,
12
1
PH
even if unsimplified, N 2 , for example, scored full marks. Of incorrect
6
PH
formulae, N PH and N were the most popular.
6

Question 9
Both transformations were usually correct. The only regular errors were a
clockwise rotation in part (a) and a wrongly positioned image in part (b), but both
of these were rare.

Question 10
This question had a high success rate. In the first part, 26% of 85 (22.1) was
sometimes calculated but not subtracted from 85 while, in the second part, the
48.1
most common wrong answer was 185 .
0.26

Question 11
The vast majority of candidates solved the equation correctly.

Question 12
Part (a)(i) was almost always correct but, in part (a)(ii), a substantial minority gave
the cumulative frequency for an age of 54 years as the answer, failing to subtract it
from 100. Errors were rare in part (b), but the most likely ones were finding the
upper and lower quartiles but not their difference, finding the median or giving an
answer of 50 (75 25).

Question 13
There were many completely correct diagrams, the quality of answers being
noticeably centre dependent. It was not surprising that the line x 2y 6 posed
problems for some candidates or that the line y = 1 was sometimes drawn instead
of the line x = 1. It was, however, surprising that the line y = x caused just as many
difficulties, regularly being interpreted as the x-axis or the line y = -x.

Question 14
Most candidates gave a complete method in the first part, usually by using
Pythagoras Theorem to find the length of AC, subtracting 8 cm and then dividing
the result by 2.
In the second part, several methods were used successfully but the most popular
one was to use the Cosine Rule in triangle APD. This was often done correctly but it
was not uncommon for 82 1.66 2 2 8 1.66 cos 45 to be evaluated as
(82 1.66 2 2 8 1.66)cos 45 . Some candidates, having evaluated the expression
correctly, then failed to find its square root. Another regular error was to treat
triangle APD as right-angled.
Question 15
Hardly any candidates solved the inequality completely in part (a), x 2 appearing
much more often than 2 x 2 . In part (b), full marks were awarded to candidates
who correctly represented the solution set to their answer to part (a), even if it was
incorrect.

Question 16
Both parts were well answered, the only regular error being in part (a), where an
answer of 84 was quite popular with angles in the same segment as the reason.

Question 17
The quality of answers was particularly centre dependent. Candidates with any
knowledge of functions were able to answer part (a) correctly but, in part (b), it was
not uncommon to see one of the solutions omitted, usually x = -1. Part (c) proved
difficult, many candidates just finding f(1). In part (c), many drew a tangent at the
vertical difference
point (-1, 6) but, in finding , either failed to take account of
horizontal difference
the scale on the x-axis or did not appreciate that the gradient was negative. The
1
coordinates (-1, 6) were sometimes used to obtain answers like -6 and 6 . In part
(e), many did not understand what was required and it was not unusual to see the x
values -2 and 4 simply inserted in the inequality.

Question 18
There were many correct solutions. The most common mistake made by candidates
who used a correct method was with the inner radius, usually taking it as 4.8 cm. It
was also not unusual to see diameters used instead of radii in the formula for the
volume of a sphere. Some did not appreciate the 3-dimensional nature of the
question and used r2. A few used 4r2 or found the volume of a prism of length 0.4
cm with the given annulus as its cross-section.

Question 19
Both parts were well answered, especially the first, but in the second part, the
probability that Gill walks to school on both days was regularly omitted.

Question 20
This question was poorly answered and completely correct solutions were rare.
Whether this was because of problems with the notation or because of unfamiliarity
with this style of question was not obvious. Two frequent errors were 5, which is
n((P Q )) , for part (b)(ii) and , instead of 0, for part (b)(iii).

Question 21
Many candidates solved the simultaneous equations correctly, usually by eliminating
y and solving 3x 2 2 x 5 0 , generally by factorisation but sometimes using the
y 5
formula. Substituting for x was less popular and more algebraically demanding
2
but was often completed successfully. A sizeable minority found the x values
correctly but did not go on to find the y values.
Paper 4

General Comments

Most candidates appeared to have been prepared adequately for this paper.
Presentation was good on the whole, with few candidates omitting working. The
algebraic questions were well answered on the whole.
A large proportion of candidates lost marks by rounding prematurely, especially in
question 21 and also in question 9.

Question 1
(a) Most candidates answered this part correctly, although a few gave extra numbers
such as 9 or 17.
(b) This part was also well answered. Some candidates failed to understand the
intersection notation. A few probably understood it, but gave the answer 0 which
did not score the mark.
(c) This was generally well answered, although a few wrote yes and then correctly
explained why 11 is not a member of B. Presumably they understood to mean .

Question 2
Both parts were well answered by almost all candidates. A few multiplied instead of
dividing. In part (b), candidates who scaled up all three parts of the ratio and then
added were generally less successful than those who added 1 + 2 + 5 = 8 and then
scaled the 200 up.

Question 3
This question was very well answered . Some very occasional errors were
(a) (x 5) (x 5), (b) 2x2 + 3y and (c) x2 + 6x 8.

Question 4
(a) A few candidates misread the scale, giving 22 and 82.
(b) The answer at his destination was occasionally seen, but gained no mark.
(c) Some candidates confused distance and speed, giving the answer 40 to 60.
(d) Many candidates did not convert to hours. Some misread the graph, giving 6/20 or
4.4/20.
(e) A few candidates attempted a distance/speed calculation.

Question 5
(a) Common incorrect answers were 140, 40 and 50.
(b) Most candidates attempted a perpendicular bisector, but many either did not
attempt a construction or drew only one pair of arcs.
(c) Few candidates answered this correctly. Common answers were 60 and 240.

Question 6
(a) Most candidates gave a partially correct answer, omitting the centre and/or the
sense. A few gave a rotation and translation, gaining no marks. Some lost the mark
for rotation by using the term turn instead.
(b) The responses to this part were pleasing. The most commonly incorrectly
answered sub-part was (iv). This suggests that the term congruent was unfamiliar
to some candidates.
Question 7
Most candidates answered both parts correctly. In part (b), some added correctly and
then subtracted from 1. Others added 0.25 + 0.25. A few multiplied.

Question 8
Responses to this question gave less evidence than usual of lack of understanding. A
few candidates made the traditional errors of f/4 and x/f. However, more
common errors were the use of UCBs or incorrect midpoints.

Question 9
Many candidates made incorrect statements such as x = 4.8cos68 or xsin68 = 4.8. A
few started correctly with cos68 = 4.8/x, but rearranged incorrectly. Some
candidates wasted time by finding the third side and then used Pythagoras theorem.
Premature rounding sometimes lost a mark.

Question 10
(a) This part was generally answered correctly.
It is noteworthy that parts (b) and (c) can be answered by mechanical use of the
calculator. Many candidates unnecessarily converted the given data into normal
format. This gave extra scope for errors to creep in.
(b) A few candidates could not handle the notation. Some gave a wrong power. Many
gave a correct answer but not expressed in standard form as required by the
question.
(c) Candidates answered this part well. although some failed to give their answer in
standard form and therefore lost the only available mark.

Question 11
(a) Most candidates gave the correct equation in some form. A few omitted the
squares; others made a sign error.
(b) Algebraic rearrangement was generally correct, though a few candidates tried to
solve rather than to derive the equation.
(c) Substitution into the formula was generally correct although some candidates
omitted essential brackets or made sign errors. Many candidates ignored the
instruction to give answers to one decimal place. Others rounded 3.449 incorrectly to
3.5.

Question 12
(a)(i) This part was well answered, but in (ii) many candidates gave an explanation of
their method for finding the gradient rather than an interpretation. Some gave an
interpretation involving x and y or squares on the graph rather than referring to the
context.
(b) Most candidates gave the correct equation.
(c) Many found the correct answer by trial and improvement. Others drew a graph for
the second shop. A few solved the equation 3 + 1.5x = 2x + 1. A significant minority
misinterpreted the information given in (c) to mean 3x + 1.5. A common error was to
find the correct values (x = 4 and y = 9) but then to give the answer 9.
Question 13
(a) A correct tree was frequently seen. However a large number of candidates
appeared not to understand the concept of a tree diagram. Many drew only one
branch following from each of the two given lower branches (probably trying to
follow the pattern in the given branches). Others only gave pairs of branches
instead of triples. Some correctly labelled their pairs Red and Blue or Green, but
this failed to follow the instruction showing all the probabilities. A few
candidates drew a complete tree for the without replacement case. These lost a
mark in (a) but could gain all the marks in parts (b) and (c). Some candidates wrote
the relevant product at the end of each branch. It is worth noting that a probability
tree diagram is complete without these.
(b) Many candidates answered this part correctly. Others omitted one of the three
possibilities. Some multiplied incorrectly (e.g. 61 61 62 ). A significant minority of
candidates did not multiply at all. Some gave answers greater than 1.
(c) Few candidates used the quick method ( 65 65 ). Most tried the long method
P(BB, BG, GB, GG), but included only three of the four cases. Some incorrectly found
1 - P(RR). Some tried 1 P(at least one R) but generally missed at least one case. As
in part (b), some candidates did not multiply at all and others gave answers greater
than 1.

Question 14
Most candidates divided upper bound by upper bound. Some divided 1000 by 2.5 and
gave the upper bound of the result. A few attempted the correct method, but many
of these failed to find the correct bound for one or both figures. Common errors
were 1004, 1010, 1040, 1050, 2.44 and 2.4. Of the very few who used the correct
method, some rounded 410.2 down instead of up.

Question 15
A small minority of candidates showed no familiarity with calculus.
(a) Most candidates were able to differentiate correctly, although a few gave 3x 12
or 3x2 12x.
(b) The key fact is that x = 0. This was missed by many candidates. Some gave 3,
presumably because of confusion with y = mx + c. Some substituted x = 0 into y
rather than into the derivative. Many candidates performed what, to them, is always
the next step after finding a derivative, namely to put it equal to 0 and solve.
(c) Most candidates understood that the derivative needs to be equated with 0. Many
achieved at least one correct answer, although some omitted x = -2. A few candidates
created their own (inadequate) method. They evaluated y for all the relevant integer
values of x and chose the two which were clearly a peak and a trough. Others looked
at the diagram and guessed the coordinates of A and C.

Question 16
Few candidates understood the external case of the intersecting chords theorem.
Common errors were 11x 109 , 11x 109 , 10 x x = 11 x 9, x + 10 = 11 + 9 and 109 20 .
( x 10)

Some attempted to use Pythagoras theorem or trigonometry.

Question 17
Some candidates appeared not to understand the idea of a range of a function.
(a) Many found 1 and 1, although some then subtracted one from the other. Perhaps
this was due to confusion with statistical range.
(b) Some candidates found the range of g correctly, but then gave this as the answer
or gave 0 to 90. Answers like 1 to 89 were not uncommon.
Question 18
A few candidates resorted to decimals in this question.
(a) Some candidates correctly obtained 2 2 2 but went on to give an answer of
4 2.
(b) 9 2 and 9 were much in evidence. Some candidates multiplied numerator and
denominator by 2 only.

Question 19
There was much confusion between frequency and frequency density. Many
candidates calculated 24 6 = 4.8 and attempted to use this figure in various ways.
Some candidates attempted to find the heights and then added these. Others
attempted to find the scale (usually incorrectly) and then used it correctly to find
the areas of the blocks. Surprisingly few candidates attempted the easiest method
which was to find the area of one square and multiply by the number of squares in
the histogram.

Question 20
2 5
The vast majority of candidates subtracted or vice versa.
3 4
Candidates who drew a sketch were more likely to obtain the correct answer.

Question 21
Many successful attempts were seen, although a large number of able candidates
lost a mark through premature rounding. Some candidates unnecessarily calculated
VA, but went on the find the correct answer. Some candidates incorrectly thought
that tan VAM = VM/AC. Some thought that AM = 5 or that VA = 17.

MATHEMATICS 4400 PAPERS 3H & 4H, GRADE BOUNDARIES

Higher Tier

Grade A* A B C D E

Lowest mark
for award of 79 61 43 26 15 9
grade

Note: Grade boundaries may vary from year to year and from subject to subject,
depending on the demands of the question paper.