GCSE Mathematics: Feedback on the November 2010 examination
Unit 1 Statistics and Number - Higher tier (43601H)
Question 1 (c)
AO2 and quality of written communication
(4 marks)
Mark scheme:
This question was not particularly well done with only one quarter of candidates achieving full marks. However, only a
fifth of all candidates failed to score as many candidates showed some correct working or gained the independent mark
for quality of written communication, realising the answer needed to be rounded or truncated to a whole number due to
the context.
There were some good responses showing a well explained strategy such as that shown in Figure 6.1 below.
Figure 6.1
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Many candidates did well, but then missed the quality of written communication mark by not rounding as in Figure 6.2.
Note that the slip on line 1 of the candidates working would be condoned as it was recovered from.
Figure 6.2
Those candidates who did not obtain the correct solution could still obtain the quality of written communication mark, if
appropriate, as in Figure 6.3.
Figure 6.3
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Figure 6.4 shows an example containing a misreading of the question. This would still score 3 out of the 4 marks
available.
Figure 6.4
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Question 2
AO2 and functional elements
2
A company makes 400 Christmas toys.
Each toy costs £4.70 to make.
One-quarter of the toys are given away to a children’s home.
Three-fifths of the rest are sold for the full price of £12.
The remainder are sold at half price.
How much profit does the company make?
Answer £.......................
(5 marks)
Mark scheme:
This question was really well answered by candidates at the higher tier with many examples of well organised, completely
correct answers. Almost half of all candidates achieved full marks. Only 6% of candidates did not score.
Candidates appeared well prepared for the multi-step nature of this question.
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Figure 7.1 shows a correct response, but the working was disorganised. Candidates should be aware that it makes it
difficult for an examiner to follow through the steps in their working when it is set out in this way.
Figure 7.1
The most common errors were candidates missing out some of the given information or the inconsistent use of three-fifths
and two-fifths (i.e. from different totals), as shown in Figure 7.2 below. £1360 was a common incorrect answer and this
response gained 3 marks.
Figure 7.2
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For some candidates, minor misunderstandings prevented full marks being awarded, but candidates could still score
highly as shown in Figure 7.3.
Figure 7.3
A different common error was candidates calculating fractions of the money values instead of the number of toys, as
shown here in Figure 7.4.
Figure 7.4
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Question 6 (b)
AO3 and functional elements
6 (b)
40 girls are given the same problem.
20 of the girls give a correct answer.
Information about the times taken by girls who give a correct answer is shown.
Compare these times with the times taken by the boys who give correct answers.
(5 marks)
Mark scheme:
Many candidates did not know a suitable strategy to answer this question. Only 7% of candidates scored more than
2 marks.
Candidates are expected to be able to compare two sets of data and use a measure of average and a measure of
spread. In grouped data some of these measures are clearly difficult to work with so any sensible estimate or value is
acceptable.
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Figure 8.1 highlights a typical response where the candidate discusses frequencies of particular class intervals, or
proportions in various class intervals, rather than calculating and comparing measures.
Figure 8.1
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Figure 8.2 shows an attempt to compare medians though the only information about the girls that can be gleaned is the
class in which it falls, although this is enough to deduce that boys are faster than girls on average. Comments about the
spread such as the one below needed supporting by data and, as the inter-quartile range was difficult to deal with,
comments about the range were perfectly acceptable using 40 or similar as an estimate of the girls’ range.
Figure 8.2
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Some candidates only worked on the medians as seen in Figure 8.3 which, even if correct, would not have been worthy
of 5 marks. Candidates should use the number of marks available for a question to help guide them on the likely
complexity and length of the answer required.
Figure 8.3
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Figure 8.4 below reflects one of the better attempts seen with comparisons of median and range backed up by figures
and concluded in context.
Figure 8.4
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Question 8
8a and 8b both AO2 and 8c AO3
Mark scheme:
It is of great interest that the response rates for correct answers to this differently styled question were far higher than
previous response rates for more traditional style questions based on quartiles.
Nearly half of all candidates achieved the marks in part (a) and part (b) and a quarter had the confidence in their
knowledge to say that they could infer nothing (for sure) about the mean in part (c).
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Figure 9.1 shows a typical overall response to the three parts with only part (c) being incorrect.
Figure 9.1
Some of the most able candidates used the cards to assist them as in the full mark answers shown in Figures 9.2 and
9.3.
Figure 9.2
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Figure 9.3
Please note:
There are support materials available on the following questions which also feature on the Foundation Tier question
paper.

Question 3 (b)
AO2 and functional elements
Common question: Foundation Tier Question 5 (c)

Question 4 (b)
AO2 and functional elements
Common question: Foundation Tier Question 7 (b)
Please refer to the Foundation Tier support materials to review question performance and candidate responses.
Copyright © 2010 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number
3644723). Registered address: AQA, Devas Street, Manchester M15 6EX