Algebra Old Exam Papers 91027

AS 91027
Previous
Exams
1.2 Apply algebraic procedures in solving problems

4 credits
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1
Level 1 Mathematics and Statistics
91027 (1.2): Apply algebraic procedures in solving
problems
Credits: Four
You should answer ALL parts of ALL questions in this booklet.
You should show ALL working.
Electronic technology is not permitted in this examination.
If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly
number the question.
Check that this booklet has pages 29 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO YOUR TEACHER AT THE END OF THE ALLOTTED TIME.
For Assessors
use only
Achievement
Apply algebraic procedures in
solving problems.
Achievement Criteria
Achievement
with Merit
Apply algebraic procedures
involving relational thinking, in
solving problems.
Achievement
with Excellence
Apply algebraic procedures
involving extended abstract
thinking, in solving problems.
Overall Level of Performance
New Zealand Qualifications Authority, 2010

All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.
2
You are advised to spend 60 minutes answering the questions in this booklet.
QUESTION ONE
(a)
Solve these equations:

(i)
5x 7 x 2
(ii)
x 4 81
(b)
Solve 5x 2 7 x 6 0
(c)
(i)
Factorise x 2 7 x 10
(ii)
Simplify:
x 2 7 x 10
x2 2x
Mathematics and Statistics 91027 (1.2)
Assessors
use only
3
(d)
Show that the square of any prime number cannot be a prime. Give the factors.
Assessors
use only
4
QUESTION TWO
(a)
Assessors
use only
Sara found the following equation:
w
g
(i)
If w 25 and g 16 , find A in terms of .
(ii)
Sara now wants to use the formula to find w in a different situation.

Rewrite the formula with w as the subject.
(b)
(i)
Expand: 2 x3 x
(ii)
Solve: 2 x3 x 8
5
(c)
Joey needs to make a path from the front of his house to the back as shown in the diagram
below.
The width of the path is x metres.

Jim only has enough to make a path with a total area of 9 m2.
Form equations and use these to find the width of the concrete path around his house.
Assessors
use only
6
QUESTION THREE
Assessors
use only
(a)
Solve: 3xx 4 0
(b)
Simplify:
(c)
Ari spent $45 buying some CDs in a sale. He bought R Rock CDs and B Blues CDs.
(i)
9x 5
12x 3
Ari writes an equation for the amount he spent as: 2R B 45

Explain the terms of the equation.
(ii)
Ari bought four times as many Rock CDs as Blues CDs.

How many blues CDs did he buy all together?
7
(d)
Scenic School is using two vans to take a group of students on a field trip.
If two students move from van A to van B, then the two vans would have the same number of
students in each, but if two students moved from van B to van A, then van B would have half
the number of students that were then in van A.
Use the information above to find the total number of students on the field trip.
In your answer, you must give at least ONE equation that you would use to solve the problem.
Assessors
use only
8
Extra paper for continuing your answers, if required.
Clearly number the question.
Question
number
Assessors
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9
Extra paper for continuing your answers, if required.
Clearly number the question.
Question
number
Assessors
use only
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NCEA Level 1 Mathematics and Statistics 91027 (1.2) page 1 of 3
SAMPLE ASSESSMENT SCHEDULE

Mathematics and Statistics 91027 (1.2): Apply algebraic methods in solving problems
Achievement
Merit
Excellence
Apply algebraic methods in solving

problems.
Apply algebraic methods, using relational thinking, in solving problems.
Apply algebraic methods, using

extended abstract thinking, in solving problems.
Evidence Statement
One
(a)
(i)
Expected coverage
4 x 9
9
x
4
x 2.25
Achievement
Merit
Excellence
Apply algebraic methods

in solving problems by:
Apply algebraic
methods, using
relational thinking,
in solving problems by:
Apply algebraic
methods, using
extended abstract
thinking, in solving
problems by:
TWO of:
TWO of:
ONE of:
solving the problem
x 3
partially solving the

problem by finding x =
3
finding both solutions of the

problem
(b)
(5x + 3)(x 2) = 0
x = -3/5 = -0.6
or x = 2
factorising the expression.
finding all solutions of the

problem
(c)
(i)
x 2x 5
factorising the expression
simplifying fully
(ii)
x5
x
beginning to make a
proof by using a particular value or values
to demonstrate the
principle.
using an algebraic approach

well but not
drawing a conclusion, or drawing a valid general conclusion
but not using algebra.
(ii)
(d)
Let n be any prime number.

Any prime number squared =
2
n
2
2
n has factors of 1, n and n
2
hence n cannot be prime.
developing a
chain of logical
reasoning to
show a complete proof.
Two
Expected coverage
Achievement
Merit
Excellence
Apply algebraic methods in solving problems

by:
Apply algebraic
methods, using
relational thinking,
in solving problems
by:
Apply algebraic
methods, using
extended abstract
problems by:
TWO of:
TWO of:
ONE of:
5
or 1.25
4
simplifying an expression
beginning to make w
the subject by correctly dividing by or
by correctly squaring
the equation
rearranging the
formula successfully
expanding correctly
devising a strategy to completely

solve the problem
2 x 6 x 2 x 2 3x 2 9
assembling a correct
algebraic expression
for one area in the
shape (ie one of the
terms in the top line).
x 2 8x 9 0
CAO will be awarded

N
connecting different concepts in a

partial algebraic
solution, e.g. stating only the positive solution
(a)
(i)
(ii)
A
w g

Or equivalent.
(b)
(i)
6x 2x2
(ii)
2x 2 6x 8 0
2 x 2 3x 4 0
x 4x 1 0
x 1
(c)
x4
2 x 6 2 x x 3 x 2 9
or : 2 x (6 x) x 2 x 2 9
( x 9)( x 1)
x = -9 or 1
x cannot be negative so the

width of the path is 1m.
developing a
chain of logical
reasoning that is
used to comprehensively
solve the problem
Three
Expected coverage
Achievement
Apply algebraic
methods, using relational thinking, in
solving problems by:
Apply algebraic
methods, using
extended abstract
problems by:
TWO of:
TWO of:
ONE of:
describing one of
the terms in the
equation
describing two of
the terms in the
equation
describing all
three of the
terms in the
equation
assembling an algebraic expression

for the second relationship, or solving
the problem with a
numerical method
solving the problem

with an extended
algebraic method
assembling an algebraic expression

for one relationship
only, or solving the
problem with a numerical method with
no equations given.
stating an algebraic
expression for one
relationship and
solving the problem, or stating both
equations but not
solving the problem.
x 0 or -4
solving
(b)
3x 2
4
2 R is the amount spent on
simplifying
rock CDs or $2.00 per Rock

CD
Excellence
Apply algebraic
methods in solving
problems by:
(a)
(c)
(i)
Merit
1B is the amount spent on

blues CDs or $1.00 per Blues
CD
$45 is the total amount
spent.
(ii)
R = 4B
So 2(4B) + B = 45
9B = 45
B =5
(d)
A 2 = B + 2, and
2(B 2) = A + 2
Therefore,
2B 6 = B + 4
B = 10
A = 14
stating an algebraic expression

for both relationships and
solving the
problem.
Total number of students is

24.
Judgement Statement
Achievement
Achievement with Merit
Achievement with Excellence
Minimum of:
2A
Minimum of:
2M
Minimum of:
2E
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0.791
To be completed by Candidate and School:
Name:
NSN No:
School Code:
DAY 1
TUESDAY
SUPERVISORS USE ONLY
Level 1 Mathematics and Statistics CAT, 2012

91027 Apply algebraic procedures in solving problems
Tuesday 18 September 2012
Credits: Four
You should attempt ALL the questions in this booklet.
Calculators may NOT be used.
Show ALL working.
You are required to show algebraic working in this paper. Guess and check methods do not
demonstrate relational thinking. Guess and check methods will limit grades to Achievement.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
ASSESSORS USE ONLY
Achievement
Apply algebraic procedures in solving
problems.
Apply algebraic procedures, using
relational thinking, in solving problems.

extended abstract thinking, in solving
problems.
Overall level of performance
New Zealand Qualifications Authority, 2012. All rights reserved.

No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.
QUESTION ONE
(a)
Solve 3(2x + 9) = 15
(b) (i)
Factorise x2 3x 28
(ii)
Solve x2 3x 28 = 0
x 2 3x 28
(iii) Simplify
x+4
(iv) Show that x = 12 is the only real solution to
x 2 3x 28
=5
x+4
Mathematics and Statistics CAT 91027 (Day 1), 2012
ASSESSORS
USE ONLY
(v)
x2 ax + 6 = 30, where a is a positive number.
The difference between the solutions to the equation is 10.

Find the value of a.
(c)
A square room and a hallway are to have carpet laid on the floor.
123 m2 of carpet is required to cover both the hallway and the room.
The width of the hallway is 6 m less than the length of the room.
The hallway is 5 m longer than the length of the room.
Write an equation showing this relationship and solve this equation to find the length of the
room.
ASSESSORS
USE ONLY
QUESTION TWO
ASSESSORS
USE ONLY
Simplify fully 10x2y + 8xy2 5x2y
(a)
(i)
(ii) Factorise fully the following expression and write it in its simplest form.
10x2y + 8xy2 5x2y
(b) Expand and simplify (2x 4)(3x 5)
(c)
(i)
Simplify
(ii) Solve
x 2x 1
5
2
x 2 x 1 3x
5
2
5
(d) The formula for the volume of a cylinder is
ASSESSORS
USE ONLY
V = r2h
where r is the radius and h is the height of the cylinder.
Write the formula for the radius, r, of the cylinder in terms of V, h and .
(i)
(ii) The length L of a straight straw that will just fit in a cylindrical can with
a height of 8 cm is given by:
L
2
2
L = 8 + (2r )
where r is the radius of the can.

A straight straw that is 3 times as long (3L) just fits in a larger can that
has the same height.

Write an expression for the radius of the larger can R in terms of r.
QUESTION THREE
(a)
ASSESSORS
USE ONLY
Simplify fully (4x3)2
(b) Solve 3x + 6 = 7 2x
(c)
Solve 2x2 5x 6 = 6
(d) Sarah borrows her friends car for a holiday.

She agrees to pay $7 a day and $1 per kilometre that she travels.
(i)
(ii) Sarah travelled 185 km and should pay her friend $213.
Write an equation for the amount P Sarah agrees to pay.
Use your equation to find the number of days Sarah borrowed the car for.
(e)
Emma is 3 times as old as Tara.
In another 7 years Emma will be twice as old as Tara will be.

Write at least one equation and use algebra to find Emmas age now.
(f)
If (x3)4 = (y2)3
Express x in terms of y.
ASSESSORS
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91027
QUESTION
NUMBER
Extra paper if required.

Write the question number(s) if applicable.
ASSESSORS
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Name:
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School Code:
DAY 2
WEDNESDAY

Wednesday 19 September 2012
Credits: Four
Show ALL working.
ASSESSORS USE ONLY
Achievement
problems.

problems.

QUESTION ONE
Simplify fully 12a2b + 6ab2 7a2b
(a)
(i)
(ii) Factorise fully the following expression and write it in its simplest form.
12a2b + 6ab2 7a2b
(b) Expand and simplify (3a 2)(4a 5)
(c)
(i)
Simplify
(ii) Solve
a 3a 6
5
4
a 3a 6 2 a
5
4
5
ASSESSORS
USE ONLY
(d) The formula for the volume of a cylinder is
ASSESSORS
USE ONLY
V = r2h
where r is the radius and h is the height of the cylinder.
Write the formula for the radius, r, of the cylinder in terms of V, h and .
(i)
(ii) The length L of a straight straw that will just fit in a cylindrical can with
a height of 8 cm is given by:
L
2
2
L = 8 + (2r )
where r is the radius of the can.

A straight straw that is 3 times as long (3L) just fits in a larger can that
has the same height.

Write an expression for the radius of the larger can R in terms of r.
QUESTION TWO
(a)
ASSESSORS
USE ONLY
Solve 3(2x + 7) = 9
(b) (i)
Factorise x2 4x 32
(ii)
Solve x2 4x 32 = 0
x 2 4 x 32
x+4
(iii) Simplify
x 2 4 x 32
(iv) Show that x = 13 is the only real solution to
=5
x+4
(v)
x2 ax + 11 = 23, where a is a positive number.

The difference between the solutions is 8.

Find the value of a.
(c)
In front of a garage there is a square concrete pad with a concrete path leading to it.
The total area of the concrete is 151 m2.
The width of the concrete path is 4 m less than the length of the concrete pad.
The concrete path is 5 m longer than the length of the concrete pad.
Write an equation showing this relationship, and solve this equation to find the length of the
square concrete pad.
ASSESSORS
USE ONLY
QUESTION THREE
(a)
ASSESSORS
USE ONLY
(b) Solve 5x + 8 = 9 4x
(c)
Solve 2x2 5x 8 = 4
(d) Sarah borrows her friends car for a holiday.

She agrees to pay $6 a day and $1 per kilometre that she travels.
(i)
(ii) Sarah travelled 176 km and should pay her friend $218.
Write an equation for the amount P Sarah agrees to pay.
Use your equation to find the number of days Sarah borrowed the car for.
(e)
George is 4 times as old as Leo.
In another 5 years George will be 3 times as old as Leo will be.

Write at least one equation and use algebra to find Georges age now.
(f)
If (x2)8 = (y4)2
Express x in terms of y.
ASSESSORS
USE ONLY
91027
QUESTION
NUMBER

ASSESSORS
USE ONLY
Is there a piece missing in your Mathematics?
SPYDER
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from Mahobe Resources (NZ) Ltd. Purchase it
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more projects like this publication.
www.mahobe.co.nz.
NCEA Level 1 Mathematics and Statistics CAT (91027, Day 1) 2012 page 1 of 9
Assessment Schedule 2012

Mathematics and Statistics CAT: Apply algebraic procedures in solving problems (91027, Day 1)
Evidence Statement
Question
Evidence
Achievement
u
Achievement with
Merit
r
Achievement
with Excellence
t
Comments
ONE
(a)
x = 2
Equation solved.
(b)(i)
(x 7)(x + 4)
Expression
factorised.
Watch signs
(b)(ii)
x = 7 or x = 4
Equation solved
consistently giving
both solutions.
Watch signs
(b)(iii)
x 2 3x 28 (x 7)(x + 4)
=
x+4
x+4
= x7
(b)(iv)
(b)(v)
(c)
x = 12
Fraction simplified.
Candidate does not

use their simplified
answer to (b)(iii) and
instead uses the full
equation and
multiplies.
AND
Tries substitution of
12 only rather than
solving the quadratic
OR
finds TWO solutions:
x = 12 and x = 4
.
Equation solved
using (b)(iii) giving
ONE solution only.
OR
Rearranging the full
equation generating
a quadratic
solving giving 2
solutions and then
eliminating the
invalid solution.
x2 ax 24 = 0
(x 6)(x + 4) = 0
x = 6 or 4
6 (4) = 10
a=2
Rearranged and = 0.
TWO values of x
identified.
a found.
Accept 2.
Common error 12
and +2 and then
giving an answer of
10. This gains r,
x2 +(x 6)(x + 5) = 123

2x2 x 30 = 123
2x2 x 153 = 0
(2x + 17)(x 9) = 0
x = 9 or 8.5
Length 9
Any correct equations

demonstrating the full
relationship between
the two shapes. This
may involve the
lengths or widths and
areas including in
terms of W and L.
Equation simplified
to 2x2 x 153=0
OR
negative answer
given for length.
Problem solved
with at least one
equation being
given followed by
guess and check
where the
numbers used are
>7.
Some candidates
solve using x as the
width of the hall.
A=
2A =
M=
2M =
E = 1 of t
2E = 2 of t
2 of u
>2 of u
1 of r
> 1 of r
Straight substitution
of 12 into the
original equation
scores n
Used solution to
(b)(iii) and then
substituted 12,
ie 12 7 = 5 is
insufficient
evidence to show
that 12 is the only
solution hence
gains u.
5x2y + 8xy2
or xy(5x + 8y)
Simplifying an
expression.
(ii)
xy(5x + 8y)
OR
xy(10x + 8y 5x)
Factorised
expression.
(b)
6x2 22x + 20
Expression expanded
and simplified.
2x 10x + 5 8x + 5
=
10
10
4x 1
or +
5 2
Writing expression.
2x 10x + 5 6x
A correctly solved
simplified problem
from (c)(i), where the
fractions have the
same denominator
and where the
inequality does not
need reversing gains
u.
A correctly solved
equation where the
expression is simplified
so there are no
fractions involved but
the inequality needs
reversing.
OR
Consistent solution to
an equation that has
fractions with different
denominators but does
not require the change
of the inequality sign.
OR
Solves without the
inequality.
ONE variable not

correct in
rearrangement.
OR
not taken square root
V
r2 =
!h
Correct formula.
TWO
(a)(i)
(c)(i)
(ii)
8x + 6x + 5 0
2x + 5 0
2x 5
x 2.5
(d)(i)
r=
V
!h
Accepting
factorised without
simplifying
Common error
failure to change to
+5. Fractions must
be combined not
just changed to be
over a common
denominator.
Inequation
consistently
solved.
OR r = V ! h
OR
+/ in front of sqrt.
(ii)
(3L)2 82 = 4R 2
9(82 + 4r 2 ) 82 = 4R 2
9 64 + 36r 2 64 = 4R 2
2 64 + 9r 2 = R 2
Assembling a correct
algebraic expression
independent of L.
OR an equation
relating the two cans.
Developing a
chain of
logical
reasoning that
is used to
solve the
problem.
M=
2M =
E = 1 of t
2E = 2 of t
R = 9r 2 + 128
or equivalent
A=
2A =
2 of u
>2 of u
1 of r
> 1 of r
Take care with

change in inequality
with the division by
a negative.
Most consistent
equation will have
5 rather than + 5.
THREE
(a)
(b)
(c)
16x6
x=
Simplified.
Solved.
1
5
(2x + 3)(x 4) = 0
x = 3/2 (or 1.5)
or x = 4
Factorised
(d)(i)
P = 7d + k
Writing full equation

with equals sign.
(d)(ii)
213 = 7d +185
7d = 28
d=4
CAO from correct

equation in (d)(i).
OR
No equation in (d)(i)
or (ii) but clearly
demonstrated
working to find the
correct solution.
Solved equation
showing
candidates
working.
E = 3T
E + 7 = 2 (T + 7)
E = 2 T +7
3T=2T+7
T=7
Emma is 21
Setting up ONE
equation.
Set up both
equations or ONE
combined equation.
x12 = y 6
x12 = y6
Accept identifying of
x12 and y6 without
stating that they are
equal.
x2 = y
x = 12 y 6
A=
2A =
M=
2M =
(e)
(f)
x =y
2
x=
Solved with both

solutions given.
Solved with clear

logical chain of
reasoning.
The second
equation is very
rarely correct,
usually because the
brackets are
missing. Random
use of 7 does not
warrant r, ie if it is
used in guess and
check it must be
supported by clear
valid justification.
x = y Accept
with or without
+/ sign and
accept further
reasoning
supporting a valid
solution.
This question is
assessing level 6
manipulation of
indices
OR guess and
check from ONE
equation with clear
valid evidence.
2 of u
>2 of u
1 of r
>1 of r
E = 1 of t
2E = 2 of t
Overall sufficiency
Grade Boundaries
E
2E
Or higher
3M
M+E
Or higher
3A
A+M
Or higher
2M is a higher level of achievement than A + M, hence question grades of 2M or M + M gain an A overall for the paper.
Notes
1(c) where x as the width of the hall
x(x + 11) + (x + 6)2 = 123
x2 + 11x + x2 + 12x + 36 = 123
2x2 +23x 87 = 0
(2x + 29)(x 3) = 0
x = 3 or 14.5 (reject as x cant be negative)
Length of room = 3 + 6 = 9 m
Gains t
2(a)(ii) Accept factorised answer with simplifying.
2(b) The student who writes the expansion correctly and then incorrectly writes +22x instead of 22x gains n
Or the student writes the expansion correctly and then incorrectly writes 20 instead of +20. This is considered as a transfer
error. Accept and write TE next to the error.
3(b) Written the correct answer x = 1/5, but then gone on to write x = 5. Gains n
3(d) If 3(d)(i) incorrect
and 3(d)(ii) deduct 185 from 213,
and divide by 7 and give 4 as the answer.
Gains u
3(e) E = 3T,
21 = 3 7
21 + 7 = 28
7 + 7 = 14
21 = 2 14
Gains u for first line.

Evidence Statement
Question
ONE
(a)(i)
Evidence
5a2b + 6ab2
or ab(5a + 6b)
Simplifying an
expression.
(ii)
ab(5a + 6b)
or
ab(12a +6b 7a)
Factorised
expression.
(b)
12a2 23a + 10
Expression
expanded and
simplified.
+ 30 expression.
4a 15a + 30 11aWriting
=
20
20
11a 3
OR
=
+
20
2
(c)(i)
(ii)
11a + 30 8a
3a + 30 0
3a 30
a 10
Achievement
with Merit
r
Achievement
u
A correctly solved
simplified problem
from (c)(i), where
the fractions have
the same
denominator and
where the
inequality does not
need reversing
gains u..
Achievement with
Excellence
t
Comments
Accept
factorised without
simplifying
Common error
failure to change to
+30. Fractions must
be combined not
just changed to be
over a common
denominator.
A correctly
solved equation
where the
expression is
simplified so
there are no
fractions
involved but the
inequality needs
reversing.
OR
Consistent
solution to an
equation that
has fractions
with different
denominators
but does not
require the
change of the
inequality sign.
OR
Solves without
the inequality.
Inequation
consistently solved.
Take care with

change in inequality
with the division by a
negative.
Most consistent
equation will have 30 rather than + 30
(d)(i)
ONE variable not

correct in
rearrangement.
OR
not taken square
root
V
r2 =
!h
V
!h
r=
Correct formula.
OR r = V ! h
OR
+/ in front of sqrt.
(3L)2 82 = 4R 2
(ii)
9(8 + 4r ) 8 = 4R
2
Assembling a
correct algebraic
expression
independent of
L.
OR
An equation
relating to the
two cans.
9 64 + 36r 2 64 = 4R 2
2 64 + 9r 2 = R 2
R = 9r 2 + 128
or equivalent
A=
2A =
2 of u
>2 of u
M=
1 of r
2M =
> 1 of r
Developing a chain
of logical reasoning
that is used to solve
the problem.
E = 1 of t
2E = 2 of t
Watch sign
Expression
factorised
Watch sign
Equation solved
consistently giving
both solutions
TWO
(a)
x = 2
Equation solved
(b)(i)
(x 8)(x + 4)
(ii)
x = 8 or x = 4
x 2 4x 32 (x 8)(x + 4)
=
x+4
x+4
= x 8
x = 13
(iii)
(iv)
Fraction
simplified.
Candidate does not

use their simplified
answer to (b)(iii)
and instead uses the
full equation and
multiplies.
AND
Tries substitution of
13 only rather than
solving the
quadratic OR
finds TWO
solutions:
x = 13 and x = 4
Equation solved
using (b)(iii)
giving ONE
solution only.
OR
Rearranging the
full equation
generating a
quadratic
solving giving 2
solutions and
then eliminating
the invalid
solution.
Straight substitution
of 13 into the original
equation scores n
Rearranged and = 0.
TWO values of
x identified.
a found.
Accept 4
Used solution to
(b)(iii) and then
substituted 13,
ie 13 8 = 5 is
insufficient evidence
to show that 13 is the
only solution, hence
gains u.
(v)
(c)
x2 +(x + 5)(x 4)
= 151
2x2 + x 20 = 151
2x2 + x 171 = 0
(2x + 19)(x 9) =
0
x = 9 or 9.5
Length of
concrete = 9 m
Any correct
equations
demonstrating the
full relationship
between the two
shapes. This may
involve the lengths
or widths and areas
including in terms
of W and L.
Equation
simplified to
2x2 + x 171 =
0
OR
negative
answer given
for length.
Problem solved with

at least one equation
being given followed
by guess and check
where the numbers
used are > 4.
Some candidates
solve the problem
using x as the width
of the path.
A=
2A =
M=
1 of r
2M =
> 1 of r
x2 ax 12 = 0
(x 6)(x + 2) = 0
x = 6 or x = 2
a=4
2 of u
>2 of u
E = 1 of t
2E = 2 of t
Simplified.
Solved.
(2x + 3)(x 4) = 0
x = 3/2 (or 1.5)
or x = 4
Factorised
Solved with
both solutions
given.
(d)(i)
P = 6d + k
Writing full
equation with
equals sign.
(d)(ii)
218 = 6d +176
6d = 42
d=7
CAO from correct

equation in (d)(i)
OR
No equation in
(d)(i) or (ii), but
clearly
demonstrated
working to find the
correct solution.
Solved equation
showing
candidates
working.
Set up ONE
equation.
Set up both
equations or
ONE combined
equation.
THREE
(a)
(b)
(c)
(e)
25x6
x=
1
9
G = 4L
G + 5 = 3 (L + 5)
4 L + 5 = 3 L + 15
L = 10
George is 40.
Solved with clear

logical chain of
reasoning.
The second equation

is very rarely correct,
usually because of
missing brackets are
missing. Random use
of 5 does not warrant
r, ie if it is used in
guess and check, it
must be supported by
clear valid
justification.
This question is
assessing level 6
manipulation of
indices.
OR guess and
check from
ONE equation
with clear valid
evidence.
x16 = y 8
(f)
x2 = y
x=
x16 = y8
Accept identifying
of x16 and y8
without stating they
are equal.
x2 = y
x = 16 y 8
x = y Accept with
or without +/ sign
and accept further
reasoning supporting
a valid solution.
A=
2A =
M=
1 of r
2M =
> 1 of r
2 of u
>2 of u
E = 1 of t
2E = 2 of t
Overall sufficiency
Grade Boundaries
Or higher
2E
3M
M+E
Or higher
3A
A+M
Or higher
2M is a higher level of achievement than A + M, hence question grades of 2M or M + M gain an A overall for the paper.
Notes
2(b) The student who writes the expansion correctly and then incorrectly writes +23a instead of 23a gains n
Or the student writes the expansion correctly and then incorrectly writes 10 instead of +10. This is considered as a transfer
error. Accept and write TE next to the error.
3(b) written the correct answer x = 1/9, but then gone on the write x = 9. Gains n
3(d) If 3(d)(i) incorrect
and 3(d)(ii) deduct 176 from 218 ,
and divide by 6 and give 7 as the answer.
Gains u
The DS-742ET
Some advanced technology
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MAHOBE
Name:
NSN No:
School Code:
DAY 1
TUESDAY

Credits: Four
Show ALL working.
ASSESSORS USE ONLY
Achievement
problems.

problems.

QUESTION ONE
(a)
Solve 7 3x = 1
x=

(b) Solve 5(2m 3) = 6(m 4)

(c)
m=
Solve x2 + 4x 12 = 0
x=
(d) Solve 3x 5 > 7x + 15
ASSESSORS
USE ONLY
(e)
(i)
Pierre does not want to tell Reece his weight.
He says he weighs at least 14 kg plus of Reeces weight.
Write an expression for Pierres weight, P, in terms of Reeces weight, R.

(ii) Reece weighs 56 kg.

Find Pierres weight and state how it compares with Reeces weight.

Express the relationship between Pierres weight and Reeces weight in words.
You must justify your statement using algebra and show that you have used your
expression from part (i).
(f)
h = n2 6n + 8
For what values of n will h be negative?
ASSESSORS
USE ONLY
QUESTION TWO
(a)
ASSESSORS
USE ONLY
Expand (x + 4)(x 2)
(b) Factorise x2 7x 60
(c)
Factorise the following expression and write it in its simplest form.
6a2b 4ab2 + 4a2b
(d) Solve (n 4)(n + 3) = 0
n=
(e)
Write as a single fraction 2 x
x3
4
(f)
Nick and Marnie are saving for a school holiday trip.
Marnie is paid $15 an hour and Nick is paid $13 an hour.
Altogether they earned a total of $166.

(i)
If Marnie worked for m hours and Nick worked for n hours, write an equation showing
the above information.

(ii) Altogether they worked a total of 12 hours.

Use algebra to show how many more hours Nick worked than Marnie.
(g) A cylinder and a cone have the same height.

The volume of the cone is half the volume of the cylinder.
The volume of the cylinder is r 2 h and the volume of the cone is 13 R 2 h.
Describe the relationship between the radius of the cone and the radius of the cylinder.
You must show algebraic working and then describe the relationship in words.
ASSESSORS
USE ONLY
QUESTION THREE
(a)
ASSESSORS
USE ONLY
(b) Solve:
(i)
p3 = 64
p=
(ii) 2
= 16
r=
(c)
1 1 1
= +
f u v
Write an expression for f in terms of u and v.
(i)
(ii) Write an expression for v in terms of u and f.
(d) Charlie has hired a bike for 3 hours.

If he is late returning the bike, he is fined $5 for the first hour late. He is fined 2 times as much
if he is 2 hours late, 4 times the original fine if he is 3 hours late, and so on.
The formula used to calculate the total fine, T, that Charlie has to pay is
T = 5 2(h 1), where h is the number of hours late that the bike is returned.
How many hours late did he return the bike if the fine was $160?
You must show use of the formula.
(e)
(i)
Tama and Rani go out for dinner.
Tamas meal costs 1.5 times as much as Ranis.
Write an equation for the total cost of the dinner, in terms of R (the cost of Ranis meal).
(ii) Sharee joins her two friends, Tama and Rani, at the same dinner.
Her meal costs $5 more than Ranis meal.
The total cost of the dinner for the three of them is $75.
Use algebra to find the cost of Sharees meal.
ASSESSORS
USE ONLY
91027
QUESTION
NUMBER

ASSESSORS
USE ONLY
Is there a piece missing in your Mathematics?
SPYDER
The Spyder calculator is another grand design
from Mahobe Resources (NZ) Ltd. Purchase it
direct from the Mahobe website and support
more projects like this publication.
www.mahobe.co.nz.
RND#
SPYDER
www.mahobe.co.nz.
0.791
Name:
NSN No:
School Code:
DAY 2
WEDNESDAY

Wednesday 18 September 2013
Credits: Four
Show ALL working.
ASSESSORS USE ONLY
Achievement
problems.

problems.

QUESTION ONE
(a)
Expand (x 5)(x + 3)
(b) Factorise x2 2x 63
(c)
Solve (m + 6)(m 2) = 0
m=

(d) Factorise the expression below and write it in its simplest form.
8ab2 3a2b + 4a2b
(e)
Write as a single fraction x
x2
5
ASSESSORS
USE ONLY
(f)
Sophia and Rewa are being paid to tidy the grounds of their neighbours house.
Sophia, being the elder of the two, is paid $17 an hour, and Rewa is paid $13 an hour.
Altogether they earned a total of $176.
(i)
(ii) Altogether they worked a total of 12 hours.
If Sophia worked for s hours and Rewa worked for r hours, write an equation showing
the above information.
Use algebra to show how many more hours Rewa worked than Sophia.
(g) A cylinder and a cone have the same height.

The volume of the cylinder is half the volume of the cone.
The volume of the cylinder is r 2 h and the volume of the cone is 13 R 2 h.
Describe the relationship between the radius of the cone and the radius of the cylinder.
You must show algebraic working and then describe the relationship in words.
ASSESSORS
USE ONLY
QUESTION TWO
(a)
ASSESSORS
USE ONLY
Solve 9 4x = 1
x=

(b) Solve 4(2n 3) = 3(n 11)

(c)
n=
Solve x2 + 5x 14 = 0
x=
(d) Solve 6x 3 > 8x + 9
(e)
(i)
Sharee wants to know how much money Tama has saved for the holidays.
Tama says he has saved at least $18, plus of the amount Sharee has saved.
Write an equation for the amount, T, Tama has saved in terms of the amount, S, Sharee
has saved.
(ii) Sharee has saved $72.
Find the amount Tama has saved and show how it relates to Sharees amount.
You must justify your statement using algebra and show that you have used your
expression from part (i).
(f)
h = n2 7n + 10
For what values of n will h be negative?
ASSESSORS
USE ONLY
QUESTION THREE
(a)
ASSESSORS
USE ONLY
Simplify fully (2a4)3
(b) Solve:
(i)
m3 = 64
m=
(ii) 3= 81
n=
(c)
1 1 1
= +
f u v
Write an expression for f in terms of u and v.
(i)
(ii) Write an expression for v in terms of u and f.
(d) Sam has gone on holiday and forgotten to return a reference book to the library.

He is fined $3 for the first week he is late returning the book.
He is fined 2 times as much if he is 2 weeks late, 4 times the original fine if he is 3 weeks late,
and so on.
The formula used to calculate the total fine, T, that Sam has to pay is T = 3 2(w1),
where w is the number of weeks he is late in returning the book.
How many weeks late did he return the book if the fine was $192?
You must show use of the formula.
(e) (i)
Jamie and Pippa go to a fun park for a day out.
They go on different rides.
Jamies day out costs 1.5 times as much as Pippas.
Write an equation for the total cost of the day out in terms of P (the cost of Pippas day
out).
(ii) Zack joins his two friends for the day out.
His day out costs $5 more than Pippas.
The total cost of the day out for the three of them is $75.
Use algebra to find the cost of Zacks day out.
ASSESSORS
USE ONLY
91027
QUESTION
NUMBER

ASSESSORS
USE ONLY
RND#
SPYDER
www.mahobe.co.nz.
0.791

Evidence Statement
Evidence

(r)
Achievement with
Excellence (t)
comments
One
(a)
x=2
Equation solved.
Fraction does not need to be simplified
(b)
10m 15 = 6m 24
4m = 9
m = 9/4 or 2.25
Equation solved. If fraction correct

and decimal incorrect accept answer.
Incorrect calculation of -24 + 15 giving +9

is not accepted a numerical error - gains n
(c)
(x 2)(x + 6) = 0
x = 2 or x = 6
Equation factorised.
Or incorrectly factorised equation
consistently solved. Must have both
solutions
Equation correctly factorised

and solved.
Must have both solutions
(d)
20 > 4x
x < 5
Generating solutions with incorrect

signs of x > 5 or x = 5
Inequality solved.
Accept 5 > x or 20 / 4 > x
R + 14
Expression given.
Or
Consistent statement from wrong
expression
Statement that they both

weigh 56 kg.
Or Pierre weighs 56 kg
Expression factorised.
Or Guess and check finding the
values of 2 and 4
Expression factorised and

solved for h = 0.
Accept expression factorised
and roots found without
equating to zero
(e) i)
ii)
(f)
Achievement
(u)
P 56 + 14
42 + 14
Pierre is at least as heavy (as
Reece. )
Or Pierre weighs more than 56kg
(n 4)(n 2) = 0
n = 2 or n = 4
h is negative between n = 2 and n =
4
The discarding of the negative solution is

not acceptable gains u.
Be careful of incorrect factorising and
solving giving correct solution.
Correct statement
relating to the inequality
consistent with the
question.
Incorrect calculation of of 56 may be

counted as a numerical error for all levels
Solution found with

correct interval statement
in symbols or words. Do
not penalise use of less
than or equal to.
If the solution gives the correct roots and a

statement that then gives a value in the
range this must be supported by a further
statement e.g. the graph is a positive
parabola or a graph showing the feasible
region in order to gain t.
Working may be with an equation or

involve the incorrect inequality symbol.

Achievement
(u)
Evidence
x2 + 2x 8
Correct expansion and correctly

simplified.
(b)
(x 12)(x + 5)
Correct factorisation.
(c)
10a2b 4ab2
2ab(5a 2b)
Correctly simplified OR factorised.

Eg 2ab(3a 2b+2a)
ab(10a 4b)
(d)
n = 4 or 3
Correctly solved.
(e)
8x x + 3 7x + 3
=
4
4
Omitted changing the sign of the 3 in

simplifying (x 3) ie answer
7x - 3
4
Correct expression, which does

not need to be simplified.
8x x + 3
4
8x ( x 3)
4
14x + 6
8
TWO
(a)
(f)i)
ii)

(r)
15m + 13n = 166

n + m = 12
15(12 n) + 13n= 166
180 15n + 13n = 166
2n = 14
n=7m=5
Nick works 2 hours more than
Marnie.
Achievement with
Excellence (t)
ab(6a 4b +4a) scores n

Correctly simplified AND
factorised.
Having given the two solutions the
discarding of the negative solution
is to be ignored gains u.
Must deal with negative times
negative.
Omitting denominator gains n
Forming an equation.
Or solved by guess and check.
Substitution of values that add to 12

into 15m + 13 n = 166 to find m
and n scores r.
Two equations given and m =5 or

n = 7 found.
Or one equation given and two
solutions found
Correct algebra leading to

m = 5 and n = 7
Or a statement that Nick
worked two hours longer
A numerical error in the

multiplication or subtraction is not
penalised.
(g)
2
= 2 R Or
3
r =
r =
Equation set up.
1 r2 h = 1 R2 h

2
3
2
= 3 r
2
2 R2 Or R =

3
2 R Or R =
3
3 r2

2
3 r
2
Relationship involving r2 or R2
given.
Or consistent solution with the
multiplier of on the wrong side
of the equation
Relationship involving r =
or R = given.
Achievement
(u)
Evidence
THREE
(a)
(b)(i)
9x8

(r)
Achievement with
Excellence
(t)
Simplified.
Solved.
Answer including -4 gains n

Accept 4 x 4 x 4
r=4
Solved.

Accept 2 x 2 x 2 x 2
1 = u + v Or 1 = f 1 + 1
uv
v
f
u
Either fractions added or expression

multiplied by one or more of f, u and
v to eliminate a denominator.
p = 3 64
OR p = 4
(ii)
(c)(i)
f=
1
uv
Or f = u + v
u +v
uv
Correct expression for f.
(c)(ii)
Watch for f and u the wrong way

round in the denominator
Correct expression for v.
f(u + v) = uv
Use of incorrect solution for f that

still involves a fraction to find a
consistent v = scores r..
uf + v f = uv
v=
(d)
Comments
1
uf
Or v =
11
u f
f u
T = 5. 2(h 1)
160 = 5 . 2(h 1)
32 = 2(h 1)
32 = 25
Removal of factor of 5 in equation ie

32 = 2h-1.
Solution found including CAO or

repeated doubling or guess and
check
h=6
(e)(i)
(ii)
Total cost of the two meals = 2.5R

S=R+5
75 = 3.5R + 5
3.5R = 70
R = $20
Sharees meal is $25.
Equation for the total cost given for

any two of the meals in terms of one
variable. (accept unsimplified.)
Equation for the total cost of the

three meals given in one variable
and simplified form.
Do not penalise numerical errors in

dividing 70 by 3.5.
Accept solution of S = 70/3.5 + 5
for t.
Cost of Sharees meal
found.

Evidence Statement
Evidence
Achievement with
Merit
r
ONE
(a)
x2 2x 15
Correct expansion and

correctly simplified.
(b)
(x 9)(x + 7)
Correct factorisation.
(c)
m = 2 or 6
Correctly solved.
(d)
8ab2 + a2b
Correctly simplified OR
factorised.
Or
ab(8b 3a + 4a)
Correctly simplified
and factorised.
Omitted changing the sign

of the 2 in simplifying (x
2) ie answer
4x - 2
5
Correct expression
which does not need
to be simplified.
5x x + 2
5
5x (x -2)
5
8x + 4
10
ab(8b + a)
(e)
(f)i)
ii)
Achievement
u
5x x + 2 = 4x + 2
5
5
17s + 13r = 176

s + r = 12
17s + 13(12 s) = 176
Comments
Having given the two solutions then discarding the

negative solution gains u.
Forming equation.
Or solved by guess and
Achievement with
Excellence
t
Two equations
given and
Must deal with negative times negative.

Omitting denominator gains n
4s = 176 156
4s = 20
s = 5, so r = 7
Rewa works 2 hours more than
Sophia
(g)
check
found s = 5 or r = 7
Or one equation
given and two
solutions found.
A numerical error in the multiplication or subtraction is

not penalised.
Correct algebraic
solution giving s = 5
and r = 7.
Or statement that
Rewa worked 2
hours longer.
2
2
2.r h = 1 R h Or e q u i v a l e n t
3
Equation set up.
2
= 1 R Or
6
r =
r = R
1 R2

6
= (6)r
Or R =
1 Or R = r
6
(6)r
Relationship
involving r2 or R2
given.
Or consistent
solution with 2 on
the wrong side
Relationship
involving r =
or R = given.
Substitution of values that add to 12 into

17s + 13r = 176
to find s and r scores r
Evidence
TWO
(a)
Achievement
U
Achievement with
Merit
r
Achievement with
Excellence
t
Comments
x=2
Equation solved.
Fraction does not need to be simplified
(b)
8n 12 = 3n 33
5n = 21
n = 21 / 5 or 4.2
Equation solved. If
fraction correct and
decimal incorrect accept
answer
Incorrect calculation of -33 + 12 giving + 21 is not

accepted as a numerical error gains n.
(c)
(x + 7)(x 2) = 0
x = 7 or x = 2
Equation factorised or
Or incorrectly factorised
equation consistently
solved. Must have both
solutions
Equation correctly
factorised and
correctly solved.
Must have both
solutions
(d)
12 2x
x 6
Generating solutions with

incorrect signs x -6
Or x = -6
Inequality solved.
Accept 6 x
Or -12/2 > x
(e) i)
ii)
S + 18
Expression given
T > 72 + 18
> 54 + 18
Tama has saved at least as much
as Sharee
Consistent solution from

incorrect expression
Statement that both

saved $72
Or Tama has saved
$72
The discarding of the negative solution gains u

Be careful of incorrect factorising and solving giving
correct solution.
Correct statement
relating to the
inequality consistent
with the question.
Incorrect calculation of of 72 may be counted as a

numerical error for all levels.
Working may be with an equation or involve the incorrect
inequality symbol.
Tama has saved at least $72

(f)
(n 5)(n 2) = 0
n = 5 or n = 2
h is negative if 2 < n < 5
Expression factorised.
Or
Guess and check finding
the values of 2 and 5
Expression factorised
and solved for h = 0.
Accept expression
factorised and roots
found without
equating to zero
Solution found with

correct interval
statement in words or
symbols. Do not
penalise us of less
than or equal to sign.
If the solution gives the correct roots and a statement that

then gives a value in the range this must be supported by a
further statement e.g. the graph is a positive parabola or by
a graph showing the feasible region in order to gain t
Evidence
THREE
(a)
(b)(i)
(ii)
(c)(i)
Achievement
u
8a12
Simplified.
m = 3 64
OR m = 4
Solved.
Inclusion of m = -4
gains n
n=4
Solved.
1 = u + v Or 1 = f 1 + 1
uv
v
f
u
Either fractions added

or expression multiplied
by one or more of f, u
and v to eliminate a
denominator.
f=
1
uv
Or f = u + v
u +v
uv
Achievement with
Merit
r
Achievement with
Excellence
t
Accept 4 x 4 x 4

Accept 3 x 3 x 3 x 3
Correct expression for f.
(c)(ii)
Watch for f and u the wrong way round in the denominator

Correct expression
for v.
f(u + v) = uv
uf + v f = uv
v=
(d)
1
uf
Or v =
11
u f
f u
T =3. 2(w 1)
192 = 3 . 2(w 1)
64= 2(w 1)
64 = 26
Removal of factor of 3
in equation
ie 64 = 2w-1.
Solution found
including CAO or
repeated doubling or
guess and check
Use of incorrect solution for f that still involves a fraction to

find a consistent v = scores r..
w=7
(e)(i)
(ii)
Cost = 2.5 P
Z=P+5
75 = 3.5 P + 5
3.5 P = 70
P = $20
Zacks day out cost $25
Equation for the total

cost for any two of the
days out given in one
variable. (accept
unsimplified.)
Do not penalise numerical errors in dividing 70 by 3.5.

Accept solution of Z = 70/3.5 + 5 for t.
Equation for the total
cost of the three days
out in terms of one
variable and simplified
form.
Cost of Zacks day
out found.
Name:
NSN No:
School Code:
DAY 1
TUESDAY

Credits: Four
Show ALL working.
ASSESSORS USE ONLY
Achievement
problems.

problems.

QUESTION ONE
(a)
ASSESSORS
USE ONLY
Simplify 5m2n m3n2
(b) Solve 4a3 = 32
a=
(c)
Solve 8 =
5x 4
2
x=
(d) Factorise 3a2b + a3b2 5a2b, giving your answer in the simplest form.
(e)
Mark had worked twice as many hours as James.
If James had worked another 48 hours, he would have worked twice as long as Mark.
Write an equation, and use this to find how many more hours Mark worked than James.
(f) Solve
4x 6
> 2x + 1
3
(g) Simplify
r2 1
r2 + r
ASSESSORS
USE ONLY
QUESTION TWO
(a)
ASSESSORS
USE ONLY
Factorise x2 3x 40
(b) Sam is paid to work at a chemist shop after school.

He receives an extra $2 for each delivery he makes.
One day he makes 5 deliveries and is paid a total of $25.
If d = the number of deliveries:

Give the formula for the wages, P, that he receives each day.
(i)
(ii) Make d the subject of the formula you wrote in part (i).
(c)
Emma says that her height is at least as much as her younger sisters plus a quarter as much
again.
(i)
(ii) Emmas sisters height is 96 cm.
Write an inequation to express Emmas height E, in terms of the height of her sister, S.
Find Emmas height.
(iii) Use your answer from (c)(ii) to describe, in words, how Emmas height compares with
her sisters height.
(d) An n-sided polygon has D diagonals, where D =

n
( n 3) .
2
Use the formula to find how many sides the polygon has, if there are 20 diagonals.
ASSESSORS
USE ONLY
QUESTION THREE
(a)
Simplify
ASSESSORS
USE ONLY
3x 2 x
+
7
5
(b) Simplify (2 x 2 ) 3
(c)
Solve 3 2a 1 = 96
a=

(d) Sam is investigating sequences of numbers.

One of the sequences is listed below:

Number, n
Sequence, T
Prime Number?
23
yes
25
no = 5 5
29
yes
35
no = 5 7
43
yes
The formula for the nth term of this sequence is T = n2 n + 23.
(i)
What is the value of T for the 12th term in the sequence?
Some of the numbers in the sequence are prime numbers.
(A prime number is one that can only be divided by 1 and itself. 1 is not a prime number.)

(ii) For the sequence of numbers where T = n 2 n + a,

show that for any value of n, if n = a, then T will never be a prime number.
Assume n > 1.
(iii) If T = n2 n + 5 and R = (5n 4)(n + 1) 2n(2n + 3) + 4(n + 1) 3,

write an equation for R in terms of T.
(iv) Using the formula T = n2 n + 1, find the value of n when T = 91.
(v) Explain why T = n2 n 6 will never give a prime number value for T.
ASSESSORS
USE ONLY
91027A
QUESTION
NUMBER

ASSESSORS
USE ONLY
Name:
NSN No:
School Code:
DAY 2
THURSDAY

Thursday 18 September 2014
Credits: Four
Show ALL working.
ASSESSORS USE ONLY
Achievement
problems.

problems.

QUESTION ONE
(a)
ASSESSORS
USE ONLY
Factorise x2 x 30
(b) Solve 2x3 = 250
x=

(c)
Marie is paid $35 for baby-sitting for up to 3 hours, plus $15 for each extra hour.
(i)
If Marie works for more than 3 hours, give the formula that she could use to work out
her wages, W, where h is the number of hours she works.
Simplify your answer.
(ii) Make h the subject of the formula you wrote in part (i).
(d) Simplify
m2 m
m2 1
(e)
Solve 2 3y 2 = 162
ASSESSORS
USE ONLY
y=
n
( n + 1)
2
(f)
The sum of the numbers 1, 2, 3, 4, n is given by T =
Use algebra to find how many numbers of the sequence, starting from 1, need to be added
together to give a sum of 21.
QUESTION TWO
(a)
ASSESSORS
USE ONLY
Simplify 4a2b a4b3
(b) Solve 9 =
7x + 1
4
x=

(c)

Jasper is investigating sequences of numbers.

Some of the numbers in the sequence are composite numbers.
(A composite number is a number which is the product of two numbers, but not including one
and itself.)
One of the sequences is: 9, 11, 15, 21, 29, and is listed below:
n
Composite number?
YES as 3 3 = 9
11
NO
15
YES as 3 5 = 15
21
YES as 7 3 = 21
29
NO
The formula for the nth term of this sequence is T = n2 n + 9.
(i)
What is the value of T for the 11th term in the sequence?

(ii) For a sequence of numbers where
T = n2 n + m
and

the value of m = n

n > 1,

(iii) If T = n2 n + 3 and R = (3n + 2)(n 2) 2n(n+1) + 5(n + 3) 12,
show that for any value of n, T will always be a composite number.
write an equation for R in terms of T.
(iv) Using the formula T = n2 n + 1, use algebra to find the value of n when T = 57.
ASSESSORS
USE ONLY
(v)
If T is a positive number and T = n2 n 12,
explain why T is a composite number for all values of n > 5.
(d) Solve
x3
> 3x + 4
2
ASSESSORS
USE ONLY
QUESTION THREE
(a)
ASSESSORS
USE ONLY
Simplify:
3x 2 x
(i) +
4
3
(ii) (2x3)2
(b) Factorise 5x2y + xy2 7x2y, giving your answer in the simplest form.
(c)
Michelle has twice as much money as Nicola.
If Nicola is given $60, she will now have twice as much money as Michelle.
After Nicola has been given the $60, how much money would Michelle need to be given so
they have the same amount?
Remember to show algebraic working, including at least one equation.
(d) Jon wants to know how much his mother and father earn each week.

His mother says the amount she earns changes each week depending on her hours.
She says she earns at least as much as his father plus a quarter as much again.
(i)
(ii) Jons father earns $408 each week.
Write an inequation to express how much Jons mother earns, M, in terms of how much
his father earns, F.
Find how much Jons mother earns each week.
You must use your inequation from part (i), and algebra, to find your answer.
(iii) Use your answer from (d)(ii) to compare, in words, the amount his mother earns with
the amount his father earns.
ASSESSORS
USE ONLY
QUESTION
NUMBER

ASSESSORS
USE ONLY
NCEA Level 1 Mathematics and Statistics CAT (91027A) 2014 page 1 of 8
DAY 1

Mathematics and Statistics: Apply algebraic procedures in solving problems (91027A)
Assessment Criteria
Achievement
Merit
Excellence

problems.


problems.
Evidence Statement
Question
One
Evidence
Achievement
(a)
5m5n3 accept 5m5 n3
Simplified.
(b)
a3 = 8
a=2
accept a = 38
Equation solved.
16 = 5x 4
x=4
Correct solution.
Correct Answer Only accepted.
(c)
OR
Merit
Including a = 2 gains n.
20
5
(d)
a3b2 2a2b
= a2b(ab 2)
Fully factorised
a2b(3 + ab 5)
or fully simplified
a3b2 2a2b or equivalent.
Fully simplified and

factorised.
(e)
M = 2J
J + 48 = 2M
= 4J
3J = 48
J = 16
M = 32
Mark worked 16 hours
more than James.
OR
M J = 16
A correct equation relating

M and J
u-p
OR
Guess and check for the
difference in the number of
hours worked from no equation.
Equations solved
finding either J or M.
OR
Correct conclusion
from guess and check
from 2 correct
equations.
OR
Consistent conclusion
where 1 equation is
incorrect.
4x 6 > 6x + 3
9 > 2x
x < 4.5
OR
Expression rearranged
OR
x = 9/2 or equivalent.
OR
Consistent solution to an
incorrect inequality that has x
on both sides.
Inequation solved.
Numerator or denominator
factorised.
OR
An incorrectly factorised
expression correctly simplified.
u-p
Numerator and
denominator correctly
factorised.
(f)
9
9
or
2
2
9
OR
>x
2
x<
(g)
Excellence
(r + 1)(r 1) r 1
=
r(r + 1)
r
Accept
r 1
r 0
Conclusion correct
for the difference in
the number of hours
worked.
Expression
simplified.
Accept correct
answer only
provided there is no
incorrect working.
Sufficiency
Less than 2u scores N

2 u gives A
3 u gives 2A
1r gives M
2r gives 2M
1t gives E
2t gives 2E
Question
Two
(a)
(b)(i)
(ii)
Achievement
(x 8)(x + 5)
Correct factorsation.
Do not penalise if the candidate
continues and solves as if it was
an equation resulting in x = 8 or
5
P = 25 + 2(d 5)
= 15 + 2d
Accept with $ in
equation.
Unsimplified equation.
Do not accept P = 2d + 25
d=
P 15
2
E S + 0.25S
1.25 S
Or equivalent.
(ii)
96
E 96 +
4
96 + 24
120
(iii)
Emma is at least 24
cm taller than her
sister.
OR Emma is at least
120 cm.
(d)
40 = n2 3n
n2 3n 40 = 0
(n + 5)(n 8) = 0
n = 5 or 8 (do not
need evidence of 5 as
a solution from a
correctly factorised
quadratic.
Merit
Excellence
Correct expression.
Consistent rearrangement from

b(i).
Rearrangement of equation must
involve at least 2 steps.
Correct inequality.
Accept > instead of
Accept unsimplified
u-p
OR
Calculation giving E = 120
from E = S + 0.25S
or E = S + 0.25
OR
Correct statement of equality
from E = S + 0.25S
or E = S + 0.25
OR
Arriving at E 120 from
ES+
u-p
Equation rearranged.
OR
Incorrectly factorised as
(n 5)(n + 8) = 0
Or guess and check.
Calculation of E 120
OR
Statement giving
equality
Emma is 120cn tall
Or Emma is 24 cm
taller (than her sister)
OR
Correct statement for
ii) calculated from
E S + 0.25 ie
involving 120 or 24
cm.
Correct
statement from
correct
inequality
including
where an
equation is
used in the
working.
Equation factorised and

=0
Solution given as 5
from incorrectly
factorised expression.
Solution with only

positive value in
answer.
Number of sides must

be +ve; therefore 8
sides.
Sufficiency

2 u gives A
3 u gives 2A
One grade
(c)(i)
Evidence
1r gives M
2r gives 2M
1t gives E
2t gives 2E
Question
Three
Evidence
Achievement
(a)
15x + 14x 29x

=
35
35
Simplified.
Without the x gains n.
(b)
8x6
Simplified.
(c)
2a 1 = 96/3
= 32
2a - 1 = 25
a=6
Division by 3.
OR
Correct answer only.
T = 155
Solution found
(ii)
T = n2 n + n
= n2
n2 is always the product of a
number multiplied by itself, so n
cannot be a prime number.
OR other valid reasoning.
Accept with a substituted for n
or n substituted for a.
Correctly simplified.
(iii)
R = 5n2 + 5n 4n 4
4n2 6n + 4n + 4 3
Correct expansion of one

multiplication of factors
giving
5n2 + 5n 4n 4 or
equivalent
OR
4n2 6n
u-p
Fully simplified.
OR
Consistent relationship
for incorrect expansion
or simplification.
91 = n2 n + 1
n2 n 90 = 0
(n + 9)(n 10) = 0
n = 9 or 10
n = 10
Correct rearrangement
=0
OR
Guess and check giving
answer of 10
Forming and solving

giving solution of -9
and 10 or just 10
T = (n 3)(n + 2)
Hence T is the product of 2
numbers.
Or any other valid explanation
of generalisation
Factorised.
u-p
OR
Two substitutions for
guess and check and a
comment or validation.
Sufficiency

2 u gives A
3 u gives 2A
(d)(i)
= n2 n 3
R=T8
Accept T = R + 8
(iv)
(v)
Sufficiency across the paper

Achievement a total of 3 A or higher.
This may be gained from an A in each of 3 questions
Or an A in one question and 2A in another.
Or A and M from different questions
Any lower scores Not achieved, as does a single E or M
Merit 3 M or higher Or 1E and 1M
Excellence 3 E Or 2E and 2 M
Merit
Excellence
Solved
Accept 6 1 = 5
Clearly explained with

full justification.
Correctly equated.
Correct generalisation
not fully justified
Conclusion stated
with justification.
1r gives M
2r gives 2M
1t gives E
2t gives 2E
Guidelines for marking the MCAT 2014 Day 1

Since the introduction of NCEA there have been changes in the way in which external
assessments are graded.
Grading in general
1. In grading a candidates work the focus is on evidence required within the achievement
standard.
2. Where there is evidence of correct algebraic working and the answer is then destroyed by a
numerical error, the candidate should not be penalised except 3di, e.g. converting of a
fraction to a decimal. If it cannot be determined if it is a numerical or algebraic error, the
grade should not be awarded, e.g. factorising of a quadratic.
3. Units are not required anywhere in the paper.
Grading parts of questions
4. The grade for evidence towards the awarding of achievement is coded as u or u-p,
for merit the demonstrating of relational thinking is coded as r,
and for excellence the demonstrating of abstract thinking is coded as t.
5. This standard requires demonstration of the ability to use algebra in the solving of
problems. This year in preparation for 2015 a new code u-p has been introduced into the
marking. This grade is awarded when a candidate shows evidence of the use of algebra in
the solving of a problem. Demonstrating the ability to use an algebraic skill listed in the
explanatory notes of the standard gains u. While not required this year, in future years a
candidate will be required to demonstrate that they can use algebra in solving a problem ie
require u-p grades in order to demonstrate sufficiency. Further information about this will
be provided in the 2015 assessment specifications.
Note that there will need to be changes in the language for some of the questions to ensure
the criteria for solving a problem are met, e.g. the writing of equations in the 2014 paper will
not qualify for a u-p grade because candidates are instructed to write the equation. If they
had been told to use algebra to then this would have met the requirements for u-p.
In this context in solving problems means correctly
1. Selecting and applying an appropriate algebraic procedure(s) from those listed in EN 4
2. Translating a word problem into mathematical terms
3. Translating mathematical terms into word statements
in progressing towards a solution of a problem.
6. When the highest level of performance for a part of a question is demonstrated in the
candidates work a code is recorded against that evidence.
Only the highest grade is recorded for each part of a question. Questions with linked
sections only have one grade is awarded across those sections. This occurs in question 2c.
7. There is no requirement to satisfy evidence for achievement before evidence for merit is
counted, or for sufficient evidence for merit to be shown before evidence for excellence is
able to be recognised.
8. Sufficiency for each question.
1r gives M
2u gives A
2r gives 2M
3u gives 2A
Achievement a total of 3A or higher.
1t gives E
2t gives 2E
This may be gained from an A in each of 3 questions OR an A in one question and 2A in

another.
Merit 3 M or higher OR 1E and 1M
Excellence 3 E OR 2E and 2 M
9. Guess and check can only gain u, unless an equation is asked for in order to gain u which
they have done correctly. From there, they may use guess and check to solve the problem
and gain r. This applies in question 1e.
Results
10. When loading school data, ensure you follow the instructions given on the NZQA schools
secure web site (In high security features, Provisional and Final Results Entry, L1 MCAT
Instructions Schools PN has access to this).
11. Please ensure that all registered candidates have a grade recorded on the website.
Verifying
12. Reminder that candidates work submitted for verification should not be scripts where
assessors have allocated final grades by professional judgement or on a holistic basis.
Sufficiency examples
Question One
A
e u-p
up
up
g u-p
up
up
up
Question Grade
2A
2M
2E
Question Two
A
bi
ii
ci u-p
Ii
up
ONE
GRADE
u
t
iii u-p
d u-p(some
responses
up
Question Grade
2A
2M
2E
Di
dii
diii u-p
Iv
v u-p
Question Grade
2E
2A
2M
Question Three
Note:
i)
ii)
On the grids above the shaded grades are not taken into account in awarding the
question grade.
Only one grade is awarded in some parts of questions in this case there is no line
dividing the parts of the question in the schedule, and the numbers are shaded in
the assessment schedule. Question 2c as highlighted above.
13. Holistic decision. If a candidates work provides significant evidence towards the award of a
higher grade and the assessor believes it would be appropriate to award such a grade, the
assessor should review the entire script and determine if it is a minor error or omission that
is preventing the award of the higher grade. The question then needs to be asked Is this
error preventing demonstration of the requirements of the standard? The final grade
should then be determined in the basis of the response to this question.
NCEA Level 1 Mathematics and Statistics CAT (91027B) 2014 page 1 of 9
DAY 2
Mathematics and Statistics: Apply algebraic procedures in solving problems (91027B)

Assessment Criteria
Achievement
Merit
Excellence

problems.


problems.
Evidence Statement
Question
One
Evidence
Achievement
(a)
(x 6)(x + 5)
Correct factorising.
Do not penalise if the
candidate continues and
solves as if it was an
equation resulting in x = 6
or x = 5.
(b)
x3 = 125
x=5
Equation solved
accept x = 3 125
Including x = 5 gains n
W = 35 + 15(h 3)
= 15h 10
Unsimplified equation.
(c)(i)
Accept if interpreted as $35 an

hour ie
W = 35 3 + 15(h 3)
= 15h + 60
h = (W + 10) / 15
Consistently rearranged
from c(i).
Rearrangement of
equation must involve at
least 2 steps.
(d)
m(m 1)
m
=
(m + 1)(m 1) m + 1
Numerator or denominator
factorised.
OR
an incorrectly factorised
expression correctly
simplified
u-p
(e)
3y 2 =
m+0
m +1
162
2
= 81
3 y 2 = 34
y=6
OR 2 34 = 162
y=6
Excellence
Correct simplified
expression.
Do not accept
W = 15h + 35
(ii)
Accept
Merit
Numerator and
denominator correctly
factorised.
Accept correct
answer only as long
as there is no
incorrect working.
Divided by 2.
OR correct answer only.
Expression
simplified.
m -1
not required
Solved.
Accept 6 2 = 4
(f)
n
21 = (n + 1)
2
42 = n2 + n
2
n + n 42 = 0
(n + 7)(n 6) = 0
n is a positive integer,
therefore n = 6
Equation rearranged.
OR
Incorrectly factorised as
(n 7)(n + 6) = 0 equation
consistently solved
u-p
OR used guess and check.
Sufficiency

2 u gives A
3 u gives 2A
Factorised and = 0.
Solution with only

positive value in
answer.
Solution given as 7 from

incorrectly factorised
expression.
1r gives M
2r gives 2M
1t gives E
2t gives 2E
Question
Two
Evidence
Achievement
(a)
4a6b4 accept 4a6 b4
Simplified
(b)
36 = 7x + 1
x=5
35
or
7
Correct solution.
Correct Answer Only
accepted.
T = 119
Solution found
(ii)
T = n2 m + m OR n2 n + n
= n2
n2 is always the product of a
number multiplied by itself.
Or other valid reasoning.
Correctly simplified.
Clearly explained
with full justification.
(iii)
R = 3n2 + 2n 6n 4
2n2 2n + 5n + 15 12
= n2 n 1
Correct expansion of one

multiplication of factors
giving
3n2 + 2n 6n 4 or
equivalent
OR
2n2 2n
u-p
Fully simplified.
OR
Consistent
relationship between
R and T for incorrect
expansion or
simplification.
Forming and solving
giving solution of 7
and 8 or just 8.
(c)(i)
R=T4
Accept T = R + 4
(iv)
57 = n2 n + 1
n2 n 56 = 0
(n + 7)(n 8) = 0
n = 7 or 8
n=8
Correct rearrangement = 0
OR
Guess and check giving
answer of 8.
(v)
T = (n 4)(n + 3)
Hence T is a product of 2
numbers.
Factorised.
u-p
OR
Two substitutions for
guess and check and
comment or validation.
x 3 > 6x + 8
11 > 5x
x < 11 / 5
Expression rearranged.
OR
(d)
OR
11
>x
5
11
OR x <
5
OR x < 2.2
Sufficiency
x=
Merit
Excellence
Correctly equated.
Correct generalisation
not fully justified.
Conclusion stated
with justification.
Inequality solved.
11
5
OR
Consistent solution to an
incorrect inequality with x
on both sides.
2 u gives A
3 u gives 2A
1r gives M
2r gives 2M
1t gives E
2t gives 2E
Evidence
Achievement
(a)(i)
17x
12
Simplified.
Without x gains n.
(a)(ii)
4x6
OR 22x6
Simplified.
(b)
xy2 2x2y
= xy(y 2x)
Fully factorised
xy(5x + y 7x)
OR fully simplified
xy2 2x2y or
equivalent
Factorised and simplified.
(c)
M = 2N
2M = N + 60
4N = N + 60
N = 20
Nicola = 20 + 60 = 80
Michelle 40
Therefore need to give
Michelle $40.
A correct equation
relating M and N. u-p
OR
Guess and check for
the correct amount that
needs to be given from
no equation.
Equations solved finding

either M or N.
OR
Correct conclusion from
guess and check from 2
equations.
OR
Consistent conclusion
where 1 equation is
incorrect.
MF+F/4
5F / 4
Or equivalent
Correct inequality.
Accept > instead of
Accept unsimplified
u-p
OR
Calculation giving
M = 510
from M = F + 0.25F
OR M = F + 0.25
OR
Correct statement of
equality
M = F + 0.25 F
OR M = F + 0.25
OR
Arriving at M 510
from equation
MF+
u-p
Examples
at the end
of the
schedule.
(d)(i)
(ii)
(iii)
F = 408
M 408 + 102
M 510
Mother earns at least $102
more than father.
OR
Mother earns at least $510.
Merit
Calculation of M 510
OR statement giving
equality.
Mother earns $510.
OR Mother earns $102
more (than father).
OR
Correct statement
involving 102 or 510
calculated from
M F + 0.25.
Excellence
Conclusion correct for

the amount Michelle
needs to be given.
Correct
statement from
correct
inequality
including
where an
equality was
used in the
working.
OR correct statement
with no mathematical
statement involving F
and (F).
Sufficiency

2 u gives A
3 u gives 2A

Achievement a total of 3 A or higher.
This may be gained from an A in each of 3 questions
Or an A in one question and 2A in another.
1r gives M
2r gives 2M
1t gives E
2t gives 2E
One grade
Question
Three

Merit 3 M or higher Or 1E and 1M
Excellence 3 E Or 2E and 2 M
From
M F + 0.25F
M 1.25 F
M > F + 0.25F
Inequation as given.
Calculated the 510 even if

an equality sign is used in
the calculation.
M = F + 0.25F
M F + 0.25F
M < F + 0.25F
Calculation giving
M = 510
OR
M 510
M < 510
Correct statement:
i) Mother earns at least
$510.
ii) Mother earns at least
$102 more than her
Father.
OR a consistent statement:
iii) Mother earns $510.
iv) Mother earns $102 more
than her Father.
v) Mother earns less than
$510.
vi) Mother earns at least
$102 less than her
Father.
M F + 0.25
Calculation of M 510
Statement:
$510.
$102 more than her
Father.
M = F + 0.25
Calculation giving
M = 510
Statement giving:
$510.
$102 more than her
Father.
iii) Mother earns $510.
iv) Mother earns $102 more
than her Father.
Any other expression for M
Treat as guess and check

gaining u for a calculation
510 and / or a correct
statement.
t
If the statement is correct ie
Mother is at least $510.
OR Mother earns at least
$102 more than her Father
This statement from the
correct inequality gains t
even if an = sign is used
throughout the calculation.
Guidelines for marking the MCAT 2014 Day 2

Since the introduction of NCEA there have been changes in the way in which external
assessments are graded.
Grading in general
1. In grading a candidates work the focus is on evidence required within the achievement
standard.
2. Where there is evidence of correct algebraic working and the answer is then destroyed by a
numerical error, the candidate should not be penalised except 2c(i), e.g. converting of a
fraction to a decimal is not penalised. If it cannot be determined if it is a numerical or
algebraic error, the grade should not be awarded, e.g. factorising of a quadratic.
3. Units are not required anywhere in the paper.
Grading parts of questions
4. The grade for evidence towards the awarding of achievement is coded as u or u-p,
for merit the demonstrating of relational thinking is coded as r,
and for excellence the demonstrating of abstract thinking is coded as t.
5. This standard requires demonstration of the ability to use algebra in the solving of
problems. This year in preparation for 2015 a new code u-p has been introduced into the
marking. This grade is awarded when a candidate shows evidence of the use of algebra in
the solving of a problem. Demonstrating the ability to use an algebraic skill listed in the
explanatory notes of the standard gains u. While not required this year, in future years a
candidate will be required to demonstrate that they can use algebra in solving a problem ie
require u-p grades in order to demonstrate sufficiency. Further information about this will
be provided in the 2015 assessment specifications.
Note that there will need to be changes in the language for some of the questions to ensure
the criteria for solving a problem are met, e.g. the writing of equations in the 2014 paper will
not qualify for a u-p grade because candidates are instructed to write the equation. If they
had been told to use algebra to then this would have met the requirements for u-p.
In this context in solving problems means correctly
1. Selecting and applying an appropriate algebraic procedure(s) from those listed in EN 4
2. Translating a word problem into mathematical terms
3. Translating mathematical terms into word statements
in progressing towards a solution of a problem.
6. When the highest level of performance for a part of a question is demonstrated in the
candidates work a code is recorded against that evidence.
Only the highest grade is recorded for each part of a question. Questions with linked
sections only have one grade is awarded across those sections. This occurs in question 2c.
There is no requirement to satisfy evidence for achievement before evidence for merit is
counted, or for sufficient evidence for merit to be shown before evidence for excellence is
able to be recognised.
Coreect answer only gains u, except in question 1d.
7. Sufficiency for each question.
1r gives M
2u gives A
2r gives 2M
3u gives 2A
1t gives E
2t gives 2E

Achievement a total of 3A or higher.
This may be gained from an A in each of 3 questions OR an A in one question and 2A in
another.
Merit 3 M or higher OR 1E and 1M
Excellence 3 E OR 2E and 2 M
8. Guess and check can only gain u, unless an equation is asked for in order to gain u which
they have done correctly. From there, they may use guess and check to solve the problem
and gain r. This applies in question 3c.
Results
9. When loading school data, ensure you follow the instructions given on the NZQA schools
secure web site (In high security features, Provisional and Final Results Entry, L1 MCAT
Instructions Schools PN has access to this).
10. Please ensure that all registered candidates have a grade recorded on the website.
Verifying
11. Reminder that candidates work submitted for verification should not be scripts where
assessors have allocated final grades by professional judgement or on a holistic basis.
Sufficiency examples
Question One
a
c(i)
c(ii)
d u-p
up
up
f u-p
up
up
up
Question Grade
2A
2M
2E
Question Two
a
c(i)
c(ii) u-p
up
up
c(iii)
c(iv) u-p
c(v)
up
d u-p
Question Grade
2A
2M
2E
a(i)
a(ii)
up
Question Three
d(i) u-p
d(ii) u-p
ONE
GRADE
d(iii)
Question Grade
2E
2A
2M
Note:
i)
ii)
On the grids above the shaded grades are not taken into account in awarding the
question grade.
Only one grade is awarded in some parts of questions in this case there is no line
dividing the parts of the question in the schedule, and the numbers are shaded in
the assessment schedule. Question 3d as highlighted above.
12. Holistic decision. If a candidates work provides significant evidence towards the award of a
higher grade and the assessor believes it would be appropriate to award such a grade, the
assessor should review the entire script and determine if it is a minor error or omission that
is preventing the award of the higher grade. The question then needs to be asked Is this
error preventing demonstration of the requirements of the standard? The final grade
should then be determined in the basis of the response to this question.
40
MAHOBE
www.mahobe.co.nz.
When they collide, the DS-742ET will be there calculating it for you.

Algebra Old Exam Papers 91027

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Algebra Old Exam Papers 91027

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AS 91027

1.2 Apply algebraic procedures in solving problems

Overall Level of Performance

New Zealand Qualifications Authority, 2010

Solve these equations:

Mathematics and Statistics 91027 (1.2)

Mathematics and Statistics 91027 (1.2)

Sara found the following equation:

If w 25 and g 16 , find A in terms of .

Sara now wants to use the formula to find w in a different situation.

Mathematics and Statistics 91027 (1.2)

The width of the path is x metres.

Mathematics and Statistics 91027 (1.2)

Ari writes an equation for the amount he spent as: 2R B 45

Ari bought four times as many Rock CDs as Blues CDs.

Mathematics and Statistics 91027 (1.2)

Mathematics and Statistics 91027 (1.2)

Mathematics and Statistics 91027 (1.2)

Mathematics and Statistics 91027 (1.2)

The Spyder calculator is another grand design from Mahobe

NCEA Level 1 Mathematics and Statistics 91027 (1.2) page 1 of 3

SAMPLE ASSESSMENT SCHEDULE

Apply algebraic methods in solving

Apply algebraic methods, using relational thinking, in solving problems.

Apply algebraic methods, using

Apply algebraic methods

solving the problem

partially solving the

finding both solutions of the

factorising the expression.

finding all solutions of the

factorising the expression

using an algebraic approach

Let n be any prime number.

NCEA Level 1 Mathematics and Statistics 91027 (1.2) page 2 of 3

Apply algebraic methods in solving problems

devising a strategy to completely

CAO will be awarded

connecting different concepts in a

x cannot be negative so the

NCEA Level 1 Mathematics and Statistics 91027 (1.2) page 3 of 3

assembling an algebraic expression

solving the problem

assembling an algebraic expression

rock CDs or $2.00 per Rock

1B is the amount spent on

stating an algebraic expression

Total number of students is

Achievement with Merit

Achievement with Excellence

To be completed by Candidate and School:

SUPERVISORS USE ONLY

Level 1 Mathematics and Statistics CAT, 2012

ASSESSORS USE ONLY

Achievement with Excellence

Overall level of performance

New Zealand Qualifications Authority, 2012. All rights reserved.

(iv) Show that x = 12 is the only real solution to

Mathematics and Statistics CAT 91027 (Day 1), 2012

Find the value of a.

The hallway is 5 m longer than the length of the room.

Mathematics and Statistics CAT 91027 (Day 1), 2012

Simplify fully 10x2y + 8xy2 5x2y