2017February

GRADE 6

Mauritius Examinations Syndicate

PRIMARY SCHOOLACHIEVEMENT CERTIFICATE

This document is intended to provide readers with the necessary background information to understand the new design and format of the Mathematics assessment booklet developed in the context of the PSAC Assessment. It also contains the Mathematics specimen assessment booklet and corresponding specimen mark scheme.

Specimen Assessment Booklet

MATHEMATICS

PSAC | I

Background The introduction of the Primary School Achievement Certificate (PSAC) in replacement of the Certificate of Primary Education (CPE) has called for a revision of the assessment at the end of the primary education cycle. This document outlines the changes that have been brought to the revised Mathematics question paper. These changes are intended to improve the technical soundness of the assessment. They also seek to enhance the pedagogical experience pupils will derive from the assessment.

The purpose of the PSAC Assessment in Mathematics is to measure and certify pupils’ achievement in Mathematics at the end of the primary cycle. The Mathematics assessment booklet has thus been re-designed to gauge the extent to which pupils of all abilities acquire a sufficiently solid grounding in Mathematics to be able to sustain their learning throughout their nine years of basic schooling and beyond.

The PSAC Assessment in Mathematics focuses on uncovering what individual pupils can or cannot do in Mathematics after completing Grade 6 rather than on discriminating between pupils of different abilities. The new Mathematics assessment booklet thus lays stronger emphasis on the development of pupils’ conceptual understanding and problem solving skills in Mathematics.

Guiding Principles Some of the guiding principles that underpinned the development of the Mathematics assessment in the context of the PSAC Assessment were:

1. Equity and equality - the paper to present diversity in assessment items to accommodate the different abilities, social, cultural and linguistic backgrounds of pupils.

2. Fairness - the paper to provide equal opportunities for all pupils to demonstrate the extent of their learning by offering a wide range of different types of questions of varying complexity and requiring different modes of response.

3. Validity - the paper to take into account the need for the different learning areas of the syllabus to be equitably assessed with a view to provide sound evidence of the extent of learning. Validity also refers to the value of the assessment items in preparing pupils for future mathematics learning.

4. Reliability - the paper to present a technically sound mark allocation to ensure consistent, accurate and reliable measurement of pupils’ acquisition of mathematical competencies.

5. Maintaining academic standards - the paper to provide a balanced mix of basic, average and engaging assessment items.

6. Ensuring positive washback on classroom practices – the paper to be flexible and less predictable to discourage teaching to the test; to comprise items which require pupils to make meaningful connections between the different concepts learnt with a view to encourage deeper learning.

II | PSAC

Paper Design The design of the Mathematics paper is based on the weighting given to the three Assessment Objectives (AO) defined in the Annual Programme for the Primary School Achievement Certificate (PSAC) Assessment 2017, namely:

• Knowledge and Comprehension – 40 % Ability to recall specific mathematical facts, concepts, rules and formulae; read and represent simple mathematical statements or information; perform simple mathematical operations and routine procedures

• Application – 40 % Ability to identify and apply mathematical concepts, rules and formulae, skills and techniques to solve familiar problems in Mathematics

• Analysis – 20 % Ability to break down and interpret multi-faceted information and data in their component parts; recognise and use unstated mathematical assumptions in problem solving; formulate appropriate strategies to solve non-routine problems

In-built in the paper design is also consideration for the eight components of Mathematical Proficiency and their learning aims defined in the National Curriculum Framework Grades 1 to 6, p. 69. These components are shown in Table 1.

The items found in the specimen paper were developed to reflect these learning aims.

Table 1: The 8 components of Mathematical Proficiency and their corresponding learning aims

Components Learning AimsRepresentation Use and interpret illustrations of mathematical objects such as

graphs, tables, pictorial and schematic diagramsCommunication Read and interpret mathematical statements or information;

explain, display and discuss mathematical informationConceptual

understanding

Develop understanding of operations and relations for mathematical concepts; identify relationships among different concepts

Logical reasoning Explore and link problem elements from logically embedded thought; check a given justification and provide clarification

Procedural fluency Perform mathematical operations flexibly, correctly, competently and appropriately

Strategic thinking Select or develop a mathematical strategy for a situation arising from a task or context

Modelling Interpret mathematical items or information in relation to the situation represented; convert a real world problem into a mathematical problem

Problem solving Experience the power and usefulness of mathematics in everyday life; apply appropriate skills in solving routine and non-routine problems in a creative way

PSAC | III

Paper Description The Mathematics specimen assessment booklet comprises a total of 46 questions. However, the number of questions in the Mathematics paper may vary from 45 questions to a maximum of 50 questions.

The duration of the paper is 1 hour 45 minutes. It carries a total of 100 marks.

There are no sections in the new Mathematics paper. Questions are organised in a graded manner, which means that items putting low cognitive demands on the pupils are found at the beginning of the paper and items which require more thinking are found towards the end.

The types of questions used to assess particular learning areas of the syllabus or the acquisition of particular skills are varied and may take different forms in different years.

The number and position of the different types of questions within the paper are not fixed. The paper may begin with the multiple choice questions one year but start with very short-answer questions the following year. Similarly, the paper may comprise 8 multiple choice questions one year and 12 such questions another year.

The Specimen Assessment Booklet The Mathematics specimen assessment booklet has been developed to provide a meaningful and positive learning experience to the pupils. In this way, it attempts to:

• minimise the language difficulties which pupils generally face in Mathematics. Illustrations are provided to help pupils understand the requirements of the questions. Wherever possible, contexts presented or situations given are described using simple language.

• move away from the view that formal examinations are rigid and stressful to embrace the view that formal assessments are good learning opportunities. It adopts a child-friendly approach and presents an attractive layout. The mark allocation of typical questions has been revised for improved technical soundness. Marks have been specifically allotted to the different questions set with a view to reward every pupil’s effort and achievement. In this way, questions which would have carried a single mark previously may now carry two or more marks.

• encourage pupils’ creativity in solving mathematical problems. The specimen assessment booklet provides ample working space to pupils in order not to limit their thinking and resourcefulness when they solve problems.

The assessment objectives (AO) of each item in the specimen assessment booklet are indicated. They serve to illustrate what each item sets out to assess.

The questions found in the specimen assessment booklet have also been mapped onto the learning outcomes (LO) found in the Teaching and Learning syllabus for readers’ ease

IV | PSAC

of reference. It is to be noted that any context (familiar or unfamiliar) may be used in the assessment to determine whether pupils have achieved these learning outcomes.

As pointed out earlier, items that are straightforward and accessible are found at the beginning of the paper. These may have a different mark allocation and, in particular, may not all be one-mark questions. It is not necessary, therefore, that all one-mark questions be found at the beginning of the paper.

One-mark questions should not be perceived as being the easiest questions in the booklet. A one-mark question may require high order thinking and would, in that case, be found at a later stage in the booklet.

On the other hand, an item carrying more than one mark may be found either at the beginning or towards the end of the booklet depending on the level of thinking it requires from the pupils. This explains why the number of questions and their place within the booklet are not static. They may vary from one year to another.

The multiple choice questions are presented in a cluster. They have been developed to ensure that they do not require more than one operation. All the multiple choice questions carry one mark. The specimen assessment booklet comprises 10 multiple choice questions.

Questions 28, 31, and 37 are specifically meant to assess pupils’ conceptual understanding of the mathematical concepts presented. In line with the learning aim to ‘explore and link problem elements from logically embedded thought; check a given justification and provide clarification’ (see Table 1), question 42 serves to provide a distinct example of how pupils’ logical reasoning may be assessed. It also serves to provide an example of a situation where a pupil may be called to ‘explain, display and discuss mathematical information’.

The Specimen Mark Scheme The mark scheme enclosed at the end of the document serves to indicate how marks are allotted. It gives the reader an idea of the types of answers that are expected from pupils.

However, it is important to note that pupils often treat given mathematical problems in different ways from those anticipated. Readers should be aware that, in the process of finalising a given mark scheme, adjustments are made in relation to the different responses given by the pupils. The mark scheme presented in this document is not a finalised document. Readers should be mindful of this fact when studying the mark scheme.

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Index Number: .........................................................

MAURITIUS EXAMINATIONS SYNDICATEPrimary School Achievement Certificate AssessmentSpecimen assessment booklet for assessment as from 2017

Time: 1 hour 45 minutes

INSTRUCTIONS TO CANDIDATES

1. Check that this assessment booklet contains 46 questions printed on 19 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19 and 20.

2. Write your Index Number on the assessment booklet in the space provided above.

3. You should not use red, green or black ink in answering questions.

4. Show all your work clearly in the spcae provided for each question.

5. Diagrams are not drawn to scale unless stated otherwise.

6. Attempt all questions.

QuestionsMarking Revision Control

Marks Sig Marks Sig Marks Sig1 - 9

10 - 1415 - 1718 - 2728 - 2930 - 3233 - 3536 - 3738 - 3940 - 41

4243444546

TotalSig (HOG)

2 | PSAC

1. Work out:

3. Work out:

Answer:

[1]

Answer:

[1]

Answer: ______________ [1]

Answer: ______________ [1]

Answer: ______________ [1]

2. What fraction of the diagram shown below is shaded?

4. What is the special name given to the shape below?

4 2 5

2 3 2+

987

136-

5. Reduce to its lowest terms. 410

AO: Know. & CompTopic: Numbers – operationsLO: Perform the four mathematical operations

AO: Know. & Comp.Topic: Numbers – fractionsLO: Identify fractions from pictorial representations (Grade 4)

AO: Know. & CompTopic: Numbers – operationsLO: Perform the four mathematical operations

AO: Know & CompTopic: Numbers – fractionsLO: Recognise and use equivalent fractions (Grade 5)

AO: Know. & CompTopic: Geometry – ShapesLO: Identify and name 2D shapes

PSAC | 3

6. Find the value of 23.

8. Work out:

Answer:

[1]

Answer: ______________ [1]

Answer: ______________ cL [1]

Answer: ______________ [1]

7. Convert 7 litres into centilitres.

9. The pie chart below shows the sports which the pupils in a class like.

Which one of the sports is the most liked?

2 3 1

3x

Tennis

FootballVolleyball

AO: Know. & CompTopic: Numbers – powersLO: Recognise numbers in powers of two and three (Grade 5)

AO: Know. & Comp.Topic: Numbers – operationsLO: Perform the four mathematical operations

AO: Know. & Comp.Topic: Graphs – pie chartsLO: Interpret data represented in charts

AO: Know. & Comp.Topic: Measures – capacityLO: convert units of volume /capacity from one to another (Grade 5)

4 | PSAC

10. Work out:

12. Work out:

14. Complete the table below. An example is given.

Answer:

[1]

Answer: ______________ [1]

Answer: ______________ [1]

Answer: angle a =______________ [2]

[2]

11. What is the Highest Common Factor (H.C.F.) of 10 and 15?

13. PQ is a straight line.

Calculate angle a.

8 4 04

4 7

1 7

+

aP Q

110˚

In words In figures

Example: Two hundred and seven 207

(a) Seven thousand and eighteen ______

(b) ________________________________________________ 639

AO: Know. & CompTopic: Numbers – operationsLO: Perform the four mathematical operations

AO: Know. & CompTopic: Numbers – operationsLO: Perform the four mathematical operations

AO: ApplicationTopic: Geometry – AnglesLO: Work with angles in degrees

AO: ApplicationTopic: NumbersLO: Recognise, read and write numbers

AO: Know. & Comp.Topic: Numbers – factors and multiplesLO: Find HCF and LCM of two numbers

PSAC | 5

15. The diagram below shows a solid pyramid. Study the diagram and complete the table below.

[2]

[2]

Answer: Rs ______________ [2]

16. An apple costs Rs 5. What is the cost of 3 such apples?

17. A shape has one line of symmetry. Part of the shape is shown below. Complete the figure.

Name Number of faces

Number of edges

Pyramid

Rs 5.00

Price

AO: Know. & CompTopic: Geometry – ShapesLO: Identify faces, edges and vertices of 3D shapes

AO: Know. & CompTopic: Numbers – proportionLO: Use the concept of direct proportion

AO: Know. & CompTopic: Geometry –SymmetryLO: Complete symmetrical figures given one line of symmetry (Grade 5)

6 | PSAC

For each question from numbers 18 to 27 circle the letter which shows the correct answer. An example has been done for you.

6 × 2 =

A 8 C 12

B 10 D 14

18. (2 × 10) + (9 ×100) + (7 ×1) + (4 ×1000) =

A 9742

B 9427

C 4927

D 4792

20. Which one of these is a prime number?

A 29

B 39

C 49

D 69

22. The bar chart represents the number of biscuits Ali, Ken, Vik and Sid ate during a day.

How many biscuits did Sid eat on that day? A 2

B 5

C 6

D 9

19. The value of 4 in 425.63 is

A 4 tens B 4 hundreds

C 4 tenths

D 4 hundredths

21. 300 minutes =

A 5 hours B 3 hours C 5 seconds

D 3 seconds

23. A baker has 85 kg 500 g of flour in stock. He uses 65 kg 380 g of flour to make bread.

How much flour does he have left?

A 20 kg 110 g B 20 kg 120 g C 20 kg 220 g

D 20 kg 280 g

FLOUR

Num

ber o

f bis

cuits

Ali

10

8

6

4

2

0Ken Vik Sid

PSAC | 7

24. 5.81 - 0.42 =

A 54.9 B 5.49 C 53.9

D 5.39

26. The area of a square is 36 cm2.

What is the length of the square?

A 6 cm

B 9 cm

C 144 cm

D 216 cm

25. 70 % is equal to A 70 B 7

C 0.7

D 0.07

27. A ribbon is 3 m 72 cm long. Sita cuts the ribbon into 3 equal pieces.

How long is one piece of the ribbon?

A 11 m 16 cm B 3 m 75 cm C 3 m 69 cm

D 1 m 24 cm

Area36 cm2

[10]

Questions: 18, 19, 20, 23, 24, 25, 27AO: Know. & CompTopic: NumbersLO1: Express numbers in expanded formLO2: Interpret place value of numbersLO3: Identify prime numbersLO4: Solve word problems involving the four operationsLO5: Use percentages

Question 21 AO: Know. & CompTopic: Measures – TimeLO: Convert units of time

Question 22 AO: Low level analysisTopic: Graphs – Bar ChartLO: Interpret bar charts (Grade5)

Question 26 AO: ApplicationTopic: Measures – AreaLO: Solve word problems involving perimeter and area

8 | PSAC

[2]

Study the pictogram and complete the following sentences.

(a) The number of pupils who like vanilla ice-cream is ______________.

(b) The ice-cream flavour which pupils like the least is ______________.

(c) The total number of pupils in the class is ____________.

[3]

29. The pictogram below shows the number of pupils in a class who like different flavoured ice-cream.

28. Shade of the shape below. 2 3 AO: Know. & Comp

Topic: Numbers – fractionsLO: Recognise and use equivalent fractions

AO: Know. & Comp, Application & AnalysisTopic: Graphs – PictogramLO: Solve simple word problems involving graphs

represents 4 pupils

Vanilla

Strawberry

Chocolate

Almond

PSAC | 9

30. Tina is 78 cm tall. Her sister, Pooja, is 49 cm taller than her.

How tall is Pooja?

[1]

Answer: ______________ cm [2]

Answer: ______________ cm [3]

31. The cards below show four lengths.

In the spaces provided below, arrange the lengths in ascending order. The first one has been done for you.

32. The perimeter of triangle PQR is 58 cm. Calculate the length of PQ.

AO: Know. & CompTopic: NumbersLO: Solve word problems involving the four operations

AO: ApplicationTopic: Measures – PerimeterLO: Solve word problems involving perimeter and area

AO: Know. & CompTopic: Measures – length LO 1: Recognise basic units of measurement (Grade 5)LO 2: Estimate and compare measures of distance3 km 3 cm 3 mm 3 m

3 mm ______ ______ ______

shortest longest

P

QR

12 cm

26 cm

Pooja Tina

49 cm

10 | PSAC

33. Kabir sits down to watch the film ‘The Jungle Book’. The film lasts for 1 hour 50 minutes. It starts at 19 45.

At what time does the film end?

Answer: _______________ [2]

Answer: angle z = _____________ [3]

Answer: Rs ______________ [3]

34. PQR is an isosceles triangle with PQ = PR. Calculate angle z.

35. 6 copybooks cost Rs 72. What is the cost of 21 such copybooks?

AO: Know. & CompTopic: Measures - Time LO: Solve simple word problems on time

AO: ApplicationTopic: Geometry – Shapes & Angles LO: Apply geometric properties to solve simple problems

AO: ApplicationTopic: Numbers – proportionLO: Use the concept of direct proportion

P

QRz

56˚

PSAC | 11

36. Grandmother shares Rs 3000 between her 2 grand-daughters, Brinda and Dina, in the ratio 3 : 2 respectively.

How much money does Brinda receive?

Answer: Rs _______________ [3]

37. Here is a number fact.

Without doing any calculation, decide whether the following are true or false. Put a tick in the empty boxes to indicate your answer.

True False

450 ÷ 25 = 18

18 ÷ 450 = 25

19 × 25 = 450 + 25

AO: Know. & Comp, ApplicationTopic: Numbers – Ratio & Proportion LO1: Express a ratio as a fraction and vice versaLO2: Use ratio in context

AO: Know. & Comp.Topic: Numbers – OperationsLO: Perform and describe simple mental computation

18 × 25 = 450

[3]

12 | PSAC

38. The capacity of a water tank is 320 L. of the tank is filled with water.

(i) What fraction of the tank is empty?

Answer: ______________ [1]

(ii) How many more litres of water should be added to the tank to fill it completely?

Answer: ____________________ L [2]

39. In 2002, the total number of people living in a town was 32 000. In 2014, the number of people living in the town increased to 36 800.

Calculate the percentage increase.

AO: Know. & Comp., App.Topic: Numbers – fraction LO: Use fractions in context

AO: ApplicationTopic: Numbers – percentages LO: Use percentages in context

1 8

Answer: ______________ % [3]

320 L

PSAC | 13

40. In a sale, the price of a camera is reduced by 35 %. The camera costs Rs 9750 in the sale.

Calculate the original price of the camera.

Answer: Rs _______________ [3]

41. KLMN is a rectangle of length 18 cm and width 7 cm. JL = 12 cm. Calculate the area of the shaded region.

AO: ApplicationTopic: Numbers – percentagesLO: Use percentages in context

AO: Application & AnalysisTopic: Measures - Area LO: Apply geometric properties to solve simple problems

Answer: __________________ cm2 [5]

K

N M

12 cm

18 cm

J L

7 cm

14 | PSAC

42 (a) Richa makes some fruit juice mixture. (i) Which one of the measuring jugs, A or B, would be the most appropriate to measure 425 mL of grape juice?

Answer: Jug _______________ [1]

(ii) Give a reason for your answer in the space provided below.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ [1]

Jug A Jug B

500 ml

0

100

200

300

400

500 ml

0

100

200

300

400

PSAC | 15

42 (b) To make her juice mixture, Richa mixes 500 mL of apple juice, 950 mL of lemon juice and 425 mL of grape juice altogether.

After mixing the juices, Richa pours her fruit juice mixture in small plastic cups. Each plastic cup has a capacity of 250 mL.

How many completely filled plastic cups of fruit juice mixture does Richa get?

Answer: ___________________ plastic cups [3]

AO: Analysis, ApplicationTopic: Measures- CapacityLO1: Measure mass and capacity in standard unitsLO2: solve word problems involving capacitiesLO3: use fractions and decimals in context

= 250 mL

16 | PSAC

43. Ryan takes part in a bicycle race. He starts the race at 09 55 and finishes at 12 25. He travels a total distance of 45 km.

Calculate his average speed for the journey.

Answer: ____________________ km/h [5]

AO: ApplicationTopic: Measures- SpeedLO: Solve simple word problems involving speed

STAR

T

09:55

PSAC | 17

44. Jenna has 3 pets: a dog, a cat and a rabbit.

The average mass of the three animals is 7.3 kg.

The mass of the rabbit is 1.1 kg.

The mass of the dog is three times the mass of the cat.

Calculate the mass of the dog.

Answer: ___________________ kg [5]

AO: AnalysisTopic: Numbers – Average, ratio, proportionLO1: Use ratio, average in contextLO2: Perform the four operations involving decimals

Mass = 1.1 kg

18 | PSAC

45 (a) A winners’ podium is made up of cube A and two cuboids, B and C, as shown below.

The perimeter of the rectangular base of the podium, PSTW, is 480 cm.

PQ = QR = RS = ST = TU = UV = VW = PW = QV = RU.

Calculate the length of cube A.

Answer: ___________________ cm [2]

P

W

Q

V

R

U

S

T

P

W

Q

V U

S

T

A BCR

PSAC | 19

45 (b) The height of cube A is three-quarter that of the height of cuboid B. The height of cuboid C is half the height of cuboid B.

Calculate the volume of cuboid C.

Answer: ____________________ cm3 [4]

AO: AnalysisTopic: Measures – Perimeter, volumeLO1: Solve word problems involving perimeter and areaLO2: Solve word problems involving volumeLO3: Use fractions and decimals in context

20 | PSAC

46. The pie chart below represents the different modes of travel used by pupils to go to school.

There are 1200 pupils in the school. The number of pupils who go to school on foot is equal to one quarter of the number of pupils who travel by car.

(a)(i) State the ratio of the number of pupils who travel on foot to the number of pupils who travel by car.

Answer: ________:_______ [1]

(a)(ii) How many pupils go to school by car?

Answer: ___________________ pupils [4]

(b) How many more pupils travel by car than by bus?

Answer: __________________ pupils [3]

On Foot

120º

By Bus

By Car

AO: Application & AnalysisTopic: Numbers & GraphsLO1: Express a ratio as a fraction and vice versaLO2: Interpret data represented in pie chartsLO3: Solve simple routine and non-routine word problems involving graphs

SPECIMEN MARK SCHEME

Mauritius Examinations Syndicate

PRIMARY SCHOOLACHIEVEMENT CERTIFICATE

Note: This mark scheme is provided for guidance purposes only and does not provide an exhaustive list of all acceptable answers and/or methods. For the end-of-year assessment, the mark scheme is only finalised after a rigorous sampling exercise.

Specimen Assessment BookletMATHEMATICS

2017February

22 | PSAC

Give one mark for each of the following answers:

Qu. Answer Qu. Answer Qu. Answer

1 657 6 8 10 210

2 7 700 cL 11 5

3 851 8 693 12

4 Pentagon 9 Football

5

[Total = 12 marks]

13. 180o – 110o [1] = 70o [1]

14. (a) 7018 [1] (b) six hundred and thirty nine [1]

15. Number of faces = 5 [1] Number of edges = 8 [1]

16. Rs 5 × 3 [1] Rs 15 [1]

17. Distance of object to mirror line should be equal to the distance of the image from the mirror line [1] At the mirror line, object and image are perpendicular to one another [1]

Award a total of ONE mark if image distance is 1 unit to the left or to the right of the correct position

3 7

2 5

5 7

+-

PSAC | 23

Give one mark for each of the following answers:

18. C 19. B 20. A 21. A

22. B 23. B 24. D 25. C 26. A 27. D [Total = 10 marks]

28. Any six squares shaded [2]

Award only ONE mark for seen

29. (a) 16 [1]

(b) almond [1]

(c) 46 [1]

30. (78 + 49) cm [1]

127 cm [1]

31. 3 cm, 3 m, 3 km [1]

Note: All three lengths should be given in the correct order for the mark to be awarded

32. Method 1: Method 2: Method 3:

(26 + 12)cm [1] (58 - 12) cm [1] (58 – 26) cm [1]

= 38 cm = 46 cm = 32 cm

(58 - their 1 38) cm [1]√ (their 46 – 26) cm [1]√ (their 32 – 12) cm [1]√

= 20 cm [1] = 20 cm [1] = 20 cm [1]

–––––––––––––––––––––1 Note: The term ‘their’ used throughout this mark scheme refers to the value which a pupil uses in his /her calculations following an incorrect computation in a previous step. It indicates that the pupil should be awarded the method mark even if he/she did not obtain the correct value in the preceding step.

6 9

24 | PSAC

33. 19 45 + 1 h 50 min [1] 21 35 [1]

34. (180o - 56o) [1] = 124o

their 124o ÷ 2 [1]√ = 62o [1]

35. 6 copybooks Rs. 72

1 copybook [1]

= Rs 12

21 copybooks their Rs 12 × 21 [1]√ = Rs 252 [1]

36. Rs 3000 ÷ 5 [1] = Rs 600

their Rs 600 × 3 [1]√ = Rs 1800 [1]

37. True [1] False [1] True [1]

38. (i) [1]

(ii) their × 320 L [1]√ = 280 L

72 6

7 8

7 8

[1]

PSAC | 25

39. Method 1: Method 2: 36 800 - 32 000 [1] 32 000 100 %

= 4800 1

their × 100 % [1]√ 36 800 × 36 800 [1]

= 15 % [1] = 115 %

their 115 % - 100 % [1]√ = 15 % [1]

40. (100 – 35) % (seen or implied) [1]

65 % Rs 9750 100 % × 100 % [1]√

= Rs 15 000 [1]

100 32000

100 32000

4800 32000

9750 their65

[1]

26 | PSAC

41. Method 1: Method 2:

(18 – 12) cm seen or implied [1] (18 – 12) cm seen or implied [1]

Area KLMN = (18 × 7) cm2 [1] Area JLMX

(where X is the point of intersection of

the perp. line from point J to the line

MN)

= 126 cm2 = (12 × 7) cm2 [1]

= 84 cm2

Area KJN = ½ × their 6 × 7 [1]√ Area JXN = 21 cm2 = ½ × their 6 × 7 [1]√

= 21 cm2

Area JLMN Area JLMN = (their 126 - their 21) cm2 [1]√ = (their 84 + their 21) cm2 [1]√

= 105 cm2 [1] = 105 cm2 [1]

Method 3:

Area JMN = × 18 × 7 [1]

= 63 cm2

Area JLM = × 12 × 7 [1]

= 42 cm2

Area JLMN

= (their 63 + their 42) cm2 [2]

= 105 cm2 [1]

1 2

1 2

PSAC | 27

42. (a)(i) Jug B [1]

(a)(ii) Accept any one of the following:

• There is a line / scale reading / graduation showing

425 mL on Jug B.

• I cannot read 425 mL exactly on Jug A• I can read 425 mL on Jug B. [1]

• 425 mL can be read directly from jug B

Accept equivalent ways of putting forward the same ideas as above

(b) (500 + 950 + 425) mL [1]

= 1875 mL

[1]√

= 7 plastic cups

Hence, no. of plastic cups = 7 [1]

43. Total time taken = 12 25 - 09 55 [1]

= 2 h or h (or equiv.) [1]

Speed = 45 ÷ their [1]√

= 45 × their [1]√

= 18 km/h [1]

their1875250

1 2

1 2

5 2

5 2 2 5

28 | PSAC

44. Total mass of animals = (7.3 × 3) kg [1]

= 21.9 kg

Mass of dog and cat = (their 21.9 - 1.1)kg [1]√

= 20.8 kg

their [1]√

= 5.2 kg

Mass of dog = 3 × their 5.2 kg [1]√

= 15.6 kg [1]

45. (a) (480 cm ÷ 8) [1]

= 60 [1]

(b) their 60 cm [1]√

their

their × 2 [1]√

= 40 cm

Volume of cuboid C = (their 60 × their 60 × their 40) cm [1]√

= 144 000 cm3 [1]√

Note: The follow through is applied to the accuracy mark (144 000 cm3) if and only if the length and the width of cuboid C are found to be equal

20.84

603 603

3 4 1 4 1 2

PSAC | 29

46. (a)(i) foot : car 1 : 4 [1]

Method 1: (a)(ii) 360o - 120o [1]

= 240o

× their 240o [1]√

= 192o

360o 1200 pupils

192o × their 192o [1]√

= 640 pupils [1]

(b) their 192o - 120o [1]√

= 72o

72o × their 72o [1]√

= 240 pupils [1]√

Method 2:

(a)(ii) 360o 1200 pupils

120o [1]

= 400 pupils

(1200 – 400) pupils [1]

= 800 pupils

× their 800 [1]√

= 640 pupils [1]

(b) their 640 - their 400 [2]√

= 240 pupils [1]√

4 5

1200 360

1200 360

1200 3

4 5

30 | PSAC

© Mauritius Examination SyndicatePSAC specimen booklet Grade 6February 2017