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Edexcel November 1999 Paper 6

This document contains 18 multi-part math problems assessing skills like algebra, geometry, trigonometry, statistics, and probability. The problems cover a wide range of mathematical concepts and range in difficulty from straightforward calculations to more complex reasoning questions involving factorizing expressions, solving equations, working with vectors, and analyzing graphs and data. The document provides context, diagrams, tables, and instructions for students to show their work in solving each problem.

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Varun Panicker
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© Attribution Non-Commercial (BY-NC)
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139 views

Edexcel November 1999 Paper 6

This document contains 18 multi-part math problems assessing skills like algebra, geometry, trigonometry, statistics, and probability. The problems cover a wide range of mathematical concepts and range in difficulty from straightforward calculations to more complex reasoning questions involving factorizing expressions, solving equations, working with vectors, and analyzing graphs and data. The document provides context, diagrams, tables, and instructions for students to show their work in solving each problem.

Uploaded by

Varun Panicker
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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November 1999 Edexcel GCSE Paper 6 (Higher Level)

Time: 2 hours
Answer all EIGHTEEN questions. You must write down all stages of your working.

1. A mat is made is the shape of a rectangle with a semicircle


added at one end. The width of the mat is 1.52 metres and
its length is 1.86 metres. Calculate the area of the mat,
giving your answer in square metres correct to two decimal
places.
[5]

2. A straight line, L, has been drawn on the grid shown on the


right.
(a) Find the equation of the line L. [2]
(b) Find an equation of the line through the point (1,2)
that is parallel to L. [2]

3. A teacher asked 40 Year 10 students to write down why they think mathematics is
important. They were asked to record how many seconds it took them to write down
their answer. The information is shown in the frequency table below.
(a) On the grid on the answer sheet, draw a frequency polygon for the information
in the table. [2]
The teacher also asked 40 Year 11 students to write down why they think mathematics
is important. They also recorded how long it took them. This information is also shown
in the table below.
(b) Calculate an estimate of the mean time taken by the Year 11 students. [4]

Time (T) seconds Year 10 frequency Year 11 frequency


40 ≤ T < 45 4 3
45 ≤ T < 50 6 7
50 ≤ T < 55 8 8
55 ≤ T < 60 6 10
60 ≤ T < 65 10 7
65 ≤ T < 70 6 5

4. The diagrams show three shapes made with sticks.


The table for the first four shapes is given below.

Shape number 1 2 3 4
Number of sticks 3 8 15 24
Find an expression, in terms of n, for the number of sticks in
shape number n. [2]
5. Joe put £5000 is a building society savings account. Compound interest at 4.8% was
added at the end of each year.
(a) Calculate the total amount of money is Joe’s savings account at the end of
three years. Give your answer to the nearest penny. [4]
(b) Sarah also put a sum of money in a building society savings account.
Compound interest at 5% was added at the end of each year. Work out the
single number by which Sarah has to multiply her sum of money to find the
total amount she will have after three years. [2]

6. Calculate the length of the side QR is the triangle shown


in the diagram on the right.
[3]

GM
7. (a) Use the formula v2= with G = 6.6 x 10-11, M = 6 x 1024, and R =
R
6,800,000 to calculate the value of v, giving your answer in standard form
correct to two significant figures. [4]
GM
(b) Rearrange the formula v2 = to make M the subject. [2]
R

8. The diagram shows a triangular prism. A cross-section of


the prism is the triangle ABC. The length of the prism is
L metres and its volume is 22.5 m3 .
(a) Calculate the value of L. [3]

(b) A cross-section of a similar prism is the triangle


DEF. The width of this similar prism is 14.4 cm.
Calculate the height of the prism, giving your
answer in centimetres. [3]

9. (a) Factorise 2x+8y [1]


(b) Factorise completely 3ac3 - 6ac [2]
(c) Factorise x2 - 9x + 18 [2]

10. The diagram show the board for a game played in a maths lesson, together with the
rules of the game.
Jim places a counter at 0. He throws a fair coin three times.
(a) Calculate the probability that the counter will be at +3 [1]
(b) Calculate the probability that the counter will be at 0. [2]
Ann places a counter at 0. She has a biased coin. The probability that the coin shows
heads in 0.7. Ann throws the biased coin twice.
(c) Calculate the probability that Ann’s counter will be back at 0. [3]
Billy places a counter on 0. He has a biased coin. The probability that the biased coin
shows heads on any throw is 0.7. Billy throws the biased coin three times.
(d) Calculate the probability that the coin will be at +1 after three throws. [2]
(e) Calculate the probability that the counter will have been at +1 at least once. [3]

1 1
11. (a) Calculate + giving your answer as an exact fraction. [1]
5 3

1 1
(b) Express as a single fraction + [3]
2n −1 2n +1

1 1 v
(c) + = where v and s are positive integers.
3 5 s

Show that there is a right angled triangle with sides on length v cm, s cm and
t cm, where t is also a positive integer. [2]

1 1 x
(d) + = where n, x and y are positive integers.
2n −1 2n +1 y

Show that there is a right angled-triangle with sides x cm, y cm, and z cm,
where z is also a positive integer. [4]

2   1 
12. Vector p = 
 
 and vector q = 
 

1  − 2 

(a) Write down as a column vector, 2p+q [1]


(b) Write down as a column vector, p -2q [1]
A is the point (15,15). O is the point (0,0). The vector OA can be written in the form
cp+dq, where c and d are scalars.
(c) Using your results from (a) and (b), or otherwise, find the values of c and d.
[3]

13. The diagram shows a sketch of part of the curve with


equation y = p + q cos xo.
(a) Find the values of the integers p and q. [2]
(b) Find the two values of x between 0 and 360 which
satisfy the equation p + q cos xo = 2. [3]

14. y is directly proportional to x. y=8 when x=5.


(a) Calculate the value of y when x=7. [2]
(b) w is inversely proportional to u2. Draw a sketch of the graph of w against u.
[2]
(c) w=12 when u=5. Calculate the value of u when w=27. [3]
15. The table gives information about the number of students attending a school. The
headteacher wanted to know the opinions of students on changing the timing of the
school day. A stratified sample of 100 was taken.

Age range Number of students


11-13 600
14-16 400
Over 16 250

(a) Calculate the number of students sampled in each group. [2]


(b) In the table on the answer sheet, the third column shows the number of
students who asnwered YES to a change in the timing of the school day. Use
the table to estimate the percentage of those students in the school in the age
range 11-16 who answered YES to the question. [3]

16. n is an integer greater than 1. √n is a rational number.


(a) What type of number is n? [1]
(b) Simplify [√(n+4) + √n][√(n+4) - √n] [2]
(c) Hence or otherwise find a number k, greater than ¼, such that the product
k (√20 + 4)
is rational. [1]

17. The diagram on the answer sheet shows part of the graph of y = x3 - 12x.
(a) Use the graph to estimate the 3 solutions to the equation x3 - 12x=0. [1]
(b) By drawing a suitable straight line on the grid, estimate the solutions of the
equation x3 - 12x - 5 =0. [2]
(c) By drawing a suitable straight line on the grid, estimate the solutions to the
equation x3 - 14x - 5 = 0. Label clearly the straight line that you draw. [3]

18. Fred conducted a survey into the times, in seconds, it took for passengers to get
tickets from a ticket machine. The results of the survey are summarised in the
incomplete table below and shown on the incomplete histogram on the answer sheet.

Time (seconds) Frequency


0 to less than 4 80
4 to less than 8 60
8 to less than 16 50
16 to less than 28 40
28 to less than 60

(a) Use the information in the table to complete the histogram. [3]
(b) Use the information on the histogram to complete the table. [1]

END OF EXAMINATION PAPER

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