ESAT Mock Module ยท Mathematics 3 of 7

ESAT Mathematics Mock Module 3 Worked Solutions

A full 27-question Mathematics module, the same length as one sitting of the real ESAT, with a worked solution for every question. Part of the ESAT preparation guide.

Question 1

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Evaluate $\sqrt{0.0004}$.

  • A. $0.02$
  • B. $0.002$
  • C. $0.2$
  • D. $0.0002$
  • E. $0.00002$

Key Idea (๐Ÿ’ก): $0.0004 = \dfrac{4}{10^{4}}$, so $\sqrt{0.0004} = \dfrac{2}{10^{2}} = 0.02$.

Shortcut rehearsed: Simplifying and rationalising surds โ€” Rewrite the decimal as a fraction of powers of ten

ESAT specification: M2.6 - Use and understand the terms: square, positive and negative square root, cube and cube root.

Same shortcut elsewhere: Set 1 Maths Q1 ยท Set 2 Maths Q10 ยท Set 12 Adv Maths Q19 ยท Paper 1 Maths Q1 (Surds and rationalization)

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $0.02$

Fastest Approach (๐Ÿš€):
$0.0004 = \dfrac{4}{10\,000}$.
$\sqrt{\ } = \dfrac{2}{100} = 0.02$.

Matches Option A.

Step-by-Step Breakdown:

1. Write as a fraction

$0.0004 = \dfrac{4}{10\,000} = \dfrac{4}{10^{4}}$

2. Root numerator and denominator separately

$\sqrt{\dfrac{4}{10^{4}}} = \dfrac{\sqrt{4}}{\sqrt{10^{4}}} = \dfrac{2}{10^{2}} = \dfrac{2}{100}$

Note the index halves: $10^{4}\to 10^{2}$.

3. Convert back

$\dfrac{2}{100} = 0.02$

4. Check by squaring

$0.02^{2} = 0.0004$. Correct โ€” and squaring your answer is always the fastest check here.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $0.002$ โ€” Place Value Error
    Counting decimal places instead of halving the index.
  • C. $0.2$ โ€” Place Value Error
    Rooting $0.04$ rather than $0.0004$.
  • D. $0.0002$ โ€” Operation Error
    Halving the original number rather than taking its root.
  • E. $0.00002$ โ€” Place Value Error
    Over-shifting the decimal point by two places.

Common Mistake (โš ๏ธ):
Halving the number of decimal places by counting rather than halving the index, which usually produces $0.002$. The root of a decimal below 1 is always larger than the decimal itself.

Takeaway (๐Ÿ“Œ):
Convert the decimal to $\dfrac{a}{10^{2k}}$, then the root is $\dfrac{\sqrt a}{10^{k}}$. Confirm by squaring the answer.

Question 2

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A box contains 10 components, 3 of which are faulty. Two components are selected at random without replacement. What is the probability that at least one is faulty?

  • A. $\dfrac{3}{10}$
  • B. $\dfrac{7}{15}$
  • C. $\dfrac{8}{15}$
  • D. $\dfrac{3}{5}$
  • E. $\dfrac{1}{15}$

Key Idea (๐Ÿ’ก): $P(\text{none faulty}) = \dfrac{7}{10}\times\dfrac69 = \dfrac{7}{15}$, so $P(\text{at least one}) = 1-\dfrac{7}{15} = \dfrac{8}{15}$.

Shortcut rehearsed: Independent events multiply โ€” Complement again โ€” 'at least one' means 'not none'

ESAT specification: M7.7 - Know when to add or multiply two probabilities, and understand conditional probability

Same shortcut elsewhere: Set 1 Maths Q3 ยท Set 1 Maths Q14 ยท Set 4 Maths Q5 ยท Set 6 Maths Q1

Reveal the answer & worked solution — commit to an option first

Correct Answer: C. $\dfrac{8}{15}$

Fastest Approach (๐Ÿš€):
$P(\text{no faulty}) = \dfrac{7}{10}\times\dfrac{6}{9} = \dfrac{42}{90} = \dfrac{7}{15}$.
$1-\dfrac{7}{15} = \dfrac{8}{15}$.

Matches Option C.

Step-by-Step Breakdown:

1. Take the complement

'At least one faulty' is the complement of 'both working'. One product replaces a three-case sum.

2. Probability both are working

There are 7 working components out of 10; after one is removed, 6 of the remaining 9 work:
$P(\text{both working}) = \dfrac{7}{10}\times\dfrac{6}{9} = \dfrac{42}{90} = \dfrac{7}{15}$

3. Subtract from 1

$P(\text{at least one faulty}) = 1-\dfrac{7}{15} = \dfrac{8}{15}$

4. Verify by counting

$\binom{10}{2} = 45$ pairs; $\binom{7}{2} = 21$ are all-working; $45-21 = 24$ contain a faulty one, and $\dfrac{24}{45} = \dfrac{8}{15}$. Confirmed.

Matches Option C.

Why the Other Options Are Wrong (โŒ):

  • A. $\dfrac{3}{10}$ โ€” Misread Question
    Giving the probability that a single component is faulty.
  • B. $\dfrac{7}{15}$ โ€” Complement Inversion
    Giving the complement itself โ€” the probability that neither is faulty.
  • D. $\dfrac{3}{5}$ โ€” Independence Error
    Treating the draws as independent: $1-\left(\tfrac{7}{10}\right)^{2}$ mis-evaluated.
  • E. $\dfrac{1}{15}$ โ€” Wrong Case
    Computing the probability that both are faulty.

Common Mistake (โš ๏ธ):
Using $\tfrac{7}{10}\times\tfrac{7}{10}$ and treating the draws as independent. Without replacement, both the numerator and denominator drop for the second draw.

Takeaway (๐Ÿ“Œ):
'At least one' means $1-P(\text{none})$. Without replacement, reduce both the favourable count and the total for the second draw.

Question 3

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What is the sum of the interior angles of a hexagon?

  • A. $1080^{\circ}$
  • B. $540^{\circ}$
  • C. $720^{\circ}$
  • D. $360^{\circ}$
  • E. $900^{\circ}$

Key Idea (๐Ÿ’ก): $(6-2)\times 180^\circ = 720^\circ$.

Shortcut rehearsed: Recover the defining length, then use it everywhere โ€” $(n-2)\times 180$ comes from splitting the polygon into triangles

ESAT specification: M5.5 - Apply angle facts, triangle congruence, similarity, and properties of quadrilaterals to results about angles and sides.

Same shortcut elsewhere: Set 1 Maths Q16 ยท Set 4 Maths Q6 ยท Set 4 Maths Q15 ยท Set 6 Maths Q11

Reveal the answer & worked solution — commit to an option first

Correct Answer: C. $720^{\circ}$

Fastest Approach (๐Ÿš€):
$(6-2)\times 180 = 4\times 180 = 720^{\circ}$.

Matches Option C.

Step-by-Step Breakdown:

1. Split into triangles

Drawing every diagonal from a single vertex of an $n$-gon produces $n-2$ triangles. For a hexagon that is $4$ triangles.

2. Sum the triangles

Each triangle's angles sum to $180^{\circ}$, and together they account for exactly the polygon's interior angles:
$(n-2)\times 180^{\circ} = 4\times 180^{\circ} = 720^{\circ}$

3. Cross-check via exterior angles

A regular hexagon has exterior angles of $\tfrac{360}{6} = 60^{\circ}$, so each interior angle is $120^{\circ}$, and $6\times 120 = 720^{\circ}$. Consistent โ€” and note the sum holds for any hexagon, regular or not.

Matches Option C.

Why the Other Options Are Wrong (โŒ):

  • A. $1080^{\circ}$ โ€” Formula Misuse
    Using $n\times 180$ instead of $(n-2)\times 180$.
  • B. $540^{\circ}$ โ€” Substitution Error
    Using $n=5$ โ€” the pentagon's sum.
  • D. $360^{\circ}$ โ€” Conceptual Error
    Giving the exterior angle sum, which is 360ยฐ for every polygon.
  • E. $900^{\circ}$ โ€” Off-by-one Error
    Using $(n-1)\times 180$.

Common Mistake (โš ๏ธ):
Using $n\times 180$ and answering $1080^\circ$, or confusing the interior sum with the exterior sum of $360^\circ$.

Takeaway (๐Ÿ“Œ):
Interior sum $= (n-2)180^\circ$ for any polygon; exterior sum $= 360^\circ$ always. Only the interior sum depends on $n$.

Question 4

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What is the $n$th term of the sequence $3,\ 10,\ 21,\ 36,\ 55,\ \ldots$?

  • A. $2n^{2}+n$
  • B. $n^{2}+2n$
  • C. $3n^{2}$
  • D. $2n^{2}+1$
  • E. $4n^{2}-n$

Key Idea (๐Ÿ’ก): Second difference $4 \implies a = 2$. Subtracting $2n^{2}$ leaves $1, 2, 3, 4, 5$, which is $n$. Hence $2n^{2}+n$.

Shortcut rehearsed: Second differences give twice the leading coefficient โ€” Second differences give twice the leading coefficient

ESAT specification: M4.19 - Deduce expressions to calculate the n th term of linear or quadratic sequences

Same shortcut elsewhere: Set 9 Adv Maths Q2 ยท Set 10 Adv Maths Q3

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $2n^{2}+n$

Fastest Approach (๐Ÿš€):
Second differences $= 4 \implies a = 2$.
$u_n-2n^{2}: 1, 2, 3, 4, 5 = n$.
$u_n = 2n^{2}+n$.

Matches Option A.

Step-by-Step Breakdown:

1. Take differences

First differences: $7,\ 11,\ 15,\ 19$. Second differences: $4,\ 4,\ 4$.

2. Fix the leading coefficient

The second difference is $2a$, so $a = 2$.

3. Subtract and read off the rest

$u_{n}-2n^{2}$: $3-2 = 1$, $10-8 = 2$, $21-18 = 3$, $36-32 = 4$ โ€” the sequence $n$.

$u_{n} = 2n^{2}+n$

Check $n=5$: $50+5 = 55$. Correct.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $n^{2}+2n$ โ€” Coefficient Error
    Using $a=1$, which gives $3, 8, 15$ rather than $3, 10, 21$.
  • C. $3n^{2}$ โ€” Insufficient Checking
    Matching the first term only.
  • D. $2n^{2}+1$ โ€” Term Error
    Correct leading coefficient but a constant instead of the linear term.
  • E. $4n^{2}-n$ โ€” Coefficient Error
    Doubling the leading coefficient and patching the linear term.

Common Mistake (โš ๏ธ):
Using the second difference $4$ as the leading coefficient, or accepting a formula that matches only the first term.

Takeaway (๐Ÿ“Œ):
Second difference $= 2a$ every time. Subtract $an^{2}$ and the remainder is always linear.

Question 5

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What is the sum of the roots of $3x^{2}-10x+8 = 0$?

  • A. $\dfrac{8}{3}$
  • B. $\dfrac{10}{3}$
  • C. $10$
  • D. $-\dfrac{10}{3}$
  • E. $\dfrac{3}{10}$

Key Idea (๐Ÿ’ก): $-\dfrac{b}{a} = -\dfrac{-10}{3} = \dfrac{10}{3}$.

Shortcut rehearsed: Sum and product of roots (Vieta) โ€” $\alpha+\beta = -b/a$ straight from the coefficients

ESAT specification: M4.16 - Solve quadratic equations (including those that require rearrangement) algebraically by factorising, by completing the s

Same shortcut elsewhere: Set 6 Maths Q12 ยท Set 6 Maths Q20 ยท Set 8 Adv Maths Q7 ยท Set 10 Adv Maths Q17

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $\dfrac{10}{3}$

Fastest Approach (๐Ÿš€):
$\alpha+\beta = -\dfrac{b}{a} = \dfrac{10}{3}$.

Matches Option B.

Step-by-Step Breakdown:

1. Identify the coefficients

$a = 3,\quad b = -10,\quad c = 8$

2. Apply Vieta

$\alpha+\beta = -\dfrac{b}{a} = -\dfrac{-10}{3} = \dfrac{10}{3}$

Note the double negative โ€” that is where the sign errors live.

3. Verify by factorising

$3x^{2}-10x+8 = (3x-4)(x-2)$, so the roots are $\tfrac43$ and $2$.
$\dfrac43+2 = \dfrac{4+6}{3} = \dfrac{10}{3}$. Confirmed.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $\dfrac{8}{3}$ โ€” Formula Confusion
    Giving the product of the roots instead of the sum.
  • C. $10$ โ€” Omitted Divisor
    Using $-b$ without dividing by $a$.
  • D. $-\dfrac{10}{3}$ โ€” Sign Error
    Sign error: the double negative in $-b/a$ was missed.
  • E. $\dfrac{3}{10}$ โ€” Inversion Error
    Inverting the ratio.

Common Mistake (โš ๏ธ):
Dropping the leading minus in $-b/a$ and answering $-\tfrac{10}{3}$, or giving $c/a = \tfrac83$ (the product) instead of the sum.

Takeaway (๐Ÿ“Œ):
Sum $=-b/a$, product $=c/a$. Both are two-second reads once the coefficients are written down.

Question 6

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Evaluate $\dfrac{1}{\frac{1}{3}+\frac{1}{6}}$.

  • A. $9$
  • B. $\dfrac{1}{2}$
  • C. $\dfrac{2}{9}$
  • D. $2$
  • E. $\dfrac{9}{2}$

Key Idea (๐Ÿ’ก): $\tfrac13+\tfrac16 = \tfrac12$, and $\dfrac{1}{1/2} = 2$.

Shortcut rehearsed: Factorise before cancelling โ€” Simplify the denominator completely before inverting

ESAT specification: M2.2 - Apply the four operations (addition, subtraction, multiplication and division) to integers, decimals, simple fractions (

Same shortcut elsewhere: Set 1 Maths Q6 ยท Set 1 Maths Q21 ยท Set 5 Maths Q18 ยท Set 5 Maths Q24

Reveal the answer & worked solution — commit to an option first

Correct Answer: D. $2$

Fastest Approach (๐Ÿš€):
$\dfrac13+\dfrac16 = \dfrac26+\dfrac16 = \dfrac36 = \dfrac12$.
$\dfrac{1}{1/2} = 2$.

Matches Option D.

Step-by-Step Breakdown:

1. Add the fractions in the denominator

Common denominator 6:
$\dfrac13+\dfrac16 = \dfrac26+\dfrac16 = \dfrac36 = \dfrac12$

2. Invert once

$\dfrac{1}{\frac12} = 2$

3. Why term-by-term inversion fails

$\dfrac{1}{\frac13}+\dfrac{1}{\frac16} = 3+6 = 9$, which is not the answer. The reciprocal of a sum is not the sum of the reciprocals.

Matches Option D.

Why the Other Options Are Wrong (โŒ):

  • A. $9$ โ€” Reciprocal Error
    Inverting each fraction and adding: 3 + 6.
  • B. $\dfrac{1}{2}$ โ€” Incomplete Answer
    Giving the value of the denominator rather than the whole expression.
  • C. $\dfrac{2}{9}$ โ€” Inversion Error
    Inverting the correct answer.
  • E. $\dfrac{9}{2}$ โ€” Fraction Error
    Adding the denominators to get $\tfrac29$ and inverting.

Common Mistake (โš ๏ธ):
Inverting each fraction separately and adding, giving $3+6 = 9$ โ€” the classic error, and the reason this structure appears in resistor and work-rate questions.

Takeaway (๐Ÿ“Œ):
$\dfrac{1}{a+b} \ne \dfrac1a+\dfrac1b$. Combine the denominator into a single fraction, then take one reciprocal.

Question 7

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In a class of 32 students, 18 study French, 15 study German and 5 study neither language. How many study both?

  • A. $6$
  • B. $3$
  • C. $8$
  • D. $1$
  • E. $11$

Key Idea (๐Ÿ’ก): $|F\cup G| = 32-5 = 27$, so $|F\cap G| = 18+15-27 = 6$.

Shortcut rehearsed: Inclusion-exclusion on two sets โ€” Inclusion-exclusion rearranged to find the intersection

ESAT specification: M7.5 - Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams

Same shortcut elsewhere: Set 2 Maths Q7 ยท Set 3 Maths Q17

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $6$

Fastest Approach (๐Ÿš€):
At least one language $= 32-5 = 27$.
$18+15-27 = 6$ study both.

Matches Option A.

Step-by-Step Breakdown:

1. Find the union from the complement

$5$ study neither, so
$|F\cup G| = 32-5 = 27$

2. Rearrange the two-set identity

$|F\cup G| = |F|+|G|-|F\cap G| \implies |F\cap G| = |F|+|G|-|F\cup G|$

3. Substitute

$|F\cap G| = 18+15-27 = 6$

Check the regions: French only $12$, German only $9$, both $6$, neither $5$ โ€” totalling $32$.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $3$ โ€” Arithmetic Error
    Using $33-30$ or another mis-substitution.
  • C. $8$ โ€” Setup Error
    Ignoring the five students who study neither in a different way.
  • D. $1$ โ€” Complement Ignored
    Using the class total as the union: $18+15-32$.
  • E. $11$ โ€” Misread Question
    Giving the size of a single-language region.

Common Mistake (โš ๏ธ):
Using $32$ as the union and getting $1$, forgetting that five students are outside both sets.

Takeaway (๐Ÿ“Œ):
The same identity solves for whichever term is missing. Deduce the union from the 'neither' count first.

Question 8

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A ship sails $3$ km due north, then $4$ km due east. What is the bearing of its final position from its starting point, to the nearest degree?

  • A. $053^{\circ}$
  • B. $037^{\circ}$
  • C. $127^{\circ}$
  • D. $045^{\circ}$
  • E. $233^{\circ}$

Key Idea (๐Ÿ’ก): $\tan\theta = \tfrac43 \implies \theta \approx 53^{\circ}$, so the bearing is $053^{\circ}$.

Shortcut rehearsed: Reference angle plus quadrant sign โ€” Bearings are clockwise from north, always three figures

ESAT specification: M5.13 - Use and interpret maps and scale drawings

Same shortcut elsewhere: Set 1 Maths Q7 ยท Set 6 Maths Q3 ยท Set 10 Adv Maths Q1 ยท Set 12 Adv Maths Q12

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $053^{\circ}$

Fastest Approach (๐Ÿš€):
$\tan\theta = \dfrac{4}{3} \implies \theta \approx 53^{\circ}$.
Measured clockwise from north: $053^{\circ}$.

Matches Option A.

Step-by-Step Breakdown:

1. Sketch the displacement

North 3 km, then east 4 km โ€” a right-angled triangle with the north leg adjacent to the bearing angle and the east leg opposite it. (The hypotenuse is 5 km, the familiar 3-4-5 triangle.)

2. Choose the right ratio

The bearing angle $\theta$ is measured at the start, from north, turning clockwise towards the destination:
$\tan\theta = \dfrac{\text{opposite}}{\text{adjacent}} = \dfrac{\text{east}}{\text{north}} = \dfrac{4}{3}$

3. Evaluate

$\theta = \arctan\left(\tfrac43\right) \approx 53^{\circ}$

4. Write it as a bearing

Bearings take three figures, so the answer is $053^{\circ}$. It lies between $000^\circ$ and $090^\circ$, as it must for a north-east displacement.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $037^{\circ}$ โ€” Reference Direction Error
    Using $\tan\theta = \tfrac34$, the angle measured from east.
  • C. $127^{\circ}$ โ€” Reference Direction Error
    Measuring from south, or adding $90^\circ$ to the angle from east.
  • D. $045^{\circ}$ โ€” Estimation Error
    Assuming the displacement is at 45ยฐ because both legs are 'similar'.
  • E. $233^{\circ}$ โ€” Direction Reversed
    Giving the back bearing, from the destination to the start.

Common Mistake (โš ๏ธ):
Using $\tan\theta = \tfrac34$ and answering $037^\circ$ โ€” that is the angle from east, not from north.

Takeaway (๐Ÿ“Œ):
Bearings: clockwise from north, three figures. Set the ratio up as east over north and the angle comes out directly.

Question 9

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What is the 50th term of the sequence $7,\ 11,\ 15,\ 19,\ \ldots$?

  • A. $199$
  • B. $207$
  • C. $197$
  • D. $203$
  • E. $4\times 50$

Key Idea (๐Ÿ’ก): $d = 4$ and the zeroth term is $3$, so $u_{n} = 4n+3$ and $u_{50} = 203$.

Shortcut rehearsed: Pair the ends: arithmetic sums in one line โ€” Common difference gives the coefficient; the zeroth term gives the constant

ESAT specification: M4.19 - Deduce expressions to calculate the n th term of linear or quadratic sequences

Same shortcut elsewhere: Set 1 Maths Q11 ยท Set 2 Maths Q9 ยท Set 2 Maths Q21 ยท Set 8 Adv Maths Q21

Reveal the answer & worked solution — commit to an option first

Correct Answer: D. $203$

Fastest Approach (๐Ÿš€):
$d = 4$; zeroth term $= 7-4 = 3$.
$u_{n} = 4n+3 \implies u_{50} = 200+3 = 203$.

Matches Option D.

Step-by-Step Breakdown:

1. Find the common difference

$11-7 = 4,\quad 15-11 = 4,\quad 19-15 = 4 \implies d = 4$

2. Find the constant by stepping back

The term before the first (the 'zeroth' term) is
$7-4 = 3$

3. Write the nth term

$u_{n} = 4n+3$

Check: $u_{1} = 7$, $u_{2} = 11$. Correct.

4. Substitute

$u_{50} = 4(50)+3 = 203$

Matches Option D.

Why the Other Options Are Wrong (โŒ):

  • A. $199$ โ€” Off by One
    Using $n = 49$ rather than $50$, an off-by-one on the term number.
  • B. $207$ โ€” Constant Error
    Using $u_n = 4n+7$, taking the first term as the constant.
  • C. $197$ โ€” Sign Error
    Using $u_n = 4n-3$.
  • E. $4\times 50$ โ€” Incomplete Answer
    Giving the multiplication rather than completing it.

Common Mistake (โš ๏ธ):
Writing $u_n = 4n$ and answering 200, or using $u_n = 4n+7$ by taking the first term as the constant.

Takeaway (๐Ÿ“Œ):
$u_n = dn + u_0$. Stepping back one term to get $u_0$ is quicker and safer than substituting and solving.

Question 10

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An item is bought for ยฃ80 and sold for ยฃ100. What is the percentage profit?

  • A. $20\%$
  • B. $80\%$
  • C. $125\%$
  • D. $5\%$
  • E. $25\%$

Key Idea (๐Ÿ’ก): Profit $= ยฃ20$ on a cost of $ยฃ80$, so $\dfrac{20}{80} = 25\%$.

Shortcut rehearsed: Chain percentage multipliers โ€” Profit is always measured against the cost price

ESAT specification: M3.8 - Define percentage as number of parts per hundred'

Same shortcut elsewhere: Set 1 Maths Q12 ยท Set 1 Maths Q22 ยท Set 1 Maths Q24 ยท Set 2 Maths Q1

Reveal the answer & worked solution — commit to an option first

Correct Answer: E. $25\%$

Fastest Approach (๐Ÿš€):
Profit $= 100-80 = 20$.
$\dfrac{20}{80} = \dfrac14 = 25\%$.

Matches Option E.

Step-by-Step Breakdown:

1. Find the actual profit

$ยฃ100-ยฃ80 = ยฃ20$

2. Choose the correct base

Percentage profit is measured against what was paid:
$\text{percentage profit} = \dfrac{\text{profit}}{\text{cost price}}\times 100$

3. Evaluate

$\dfrac{20}{80}\times 100 = 25\%$

4. Contrast with the wrong base

Dividing by the selling price gives $\dfrac{20}{100} = 20\%$ โ€” that is the profit margin, a different measure and the intended trap.

Matches Option E.

Why the Other Options Are Wrong (โŒ):

  • A. $20\%$ โ€” Wrong Base
    Dividing by the selling price โ€” that is the margin, not the profit percentage.
  • B. $80\%$ โ€” Wrong Base
    Giving the cost as a percentage of the sale price.
  • C. $125\%$ โ€” Misread Question
    Giving the selling price as a percentage of the cost price.
  • D. $5\%$ โ€” Arithmetic Error
    Dividing the profit by 400 or misplacing a factor of 5.

Common Mistake (โš ๏ธ):
Dividing the profit by the selling price and answering 20%. That is margin, not percentage profit.

Takeaway (๐Ÿ“Œ):
Percentage change $= \dfrac{\text{change}}{\text{original}}$. For profit the 'original' is always the cost price.

Question 11

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A pie chart shows how 240 people travel to work. The sector for 'walk' has an angle of $84^{\circ}$. How many people walk?

  • A. $84$
  • B. $56$
  • C. $70$
  • D. $28$
  • E. $120$

Key Idea (๐Ÿ’ก): $\dfrac{84}{360} = \dfrac{7}{30}$ of the people, and $\dfrac{7}{30}\times 240 = 56$.

Shortcut rehearsed: Read the chart for what it actually encodes โ€” A sector angle is a fraction of 360ยฐ, applied to the total

ESAT specification: M6.1a โ€” interpret and construct pie charts for categorical data

Same shortcut elsewhere: Set 2 Maths Q15 ยท Set 4 Maths Q8 ยท Paper 4 Physics Q14 (Interpreting the gradient of a straight-line graph under different physical quantities)

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $56$

Fastest Approach (๐Ÿš€):
$\dfrac{84}{360}\times 240 = \dfrac{84}{3}\times 2 = 56$.

Matches Option B.

Step-by-Step Breakdown:

1. Turn the angle into a fraction

$\dfrac{84}{360} = \dfrac{7}{30}$

2. Apply it to the total

$\dfrac{7}{30}\times 240 = 7\times 8 = 56$

3. Sanity check

$84^{\circ}$ is a little under a quarter of the circle, and a quarter of $240$ is $60$. An answer of $56$ sits just below that, as it should.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $84$ โ€” Angle vs Frequency
    Reading the angle as the number of people.
  • C. $70$ โ€” Denominator Error
    Using $\tfrac{84}{288}$ or another wrong denominator.
  • D. $28$ โ€” Incomplete Answer
    Dividing $84$ by $3$ and stopping.
  • E. $120$ โ€” Estimation Error
    Taking half the total, treating $84^{\circ}$ as a semicircle.

Common Mistake (โš ๏ธ):
Reading the angle as the frequency and answering $84$ โ€” the angle only equals the count when the total happens to be $360$.

Takeaway (๐Ÿ“Œ):
Frequency $= \dfrac{\text{angle}}{360}\times\text{total}$. Going the other way, $\text{angle} = \dfrac{\text{frequency}}{\text{total}}\times 360$.

Question 12

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A circle has area $49\pi\ \text{cm}^{2}$. What is its circumference?

  • A. $49\pi$ cm
  • B. $7\pi$ cm
  • C. $14\pi$ cm
  • D. $98\pi$ cm
  • E. $28\pi$ cm

Key Idea (๐Ÿ’ก): $\pi r^{2} = 49\pi \implies r = 7$, so $C = 2\pi(7) = 14\pi$ cm.

Shortcut rehearsed: Circle equation: centre, radius and the point test โ€” Recover $r$ from the area, then use it

ESAT specification: M5.15 - Know the formulae: a

Same shortcut elsewhere: Set 2 Maths Q12 ยท Set 4 Maths Q12 ยท Set 6 Maths Q19 ยท Paper 2 Maths Q1 (Circle geometry)

Reveal the answer & worked solution — commit to an option first

Correct Answer: C. $14\pi$ cm

Fastest Approach (๐Ÿš€):
$r^{2} = 49 \implies r = 7$.
$C = 2\pi r = 14\pi$ cm.

Matches Option C.

Step-by-Step Breakdown:

1. Recover the radius

$A = \pi r^{2} = 49\pi \implies r^{2} = 49 \implies r = 7\ \text{cm}$

The $\pi$ cancels immediately โ€” leaving it symbolic keeps the arithmetic exact.

2. Substitute into the circumference formula

$C = 2\pi r = 2\pi(7) = 14\pi\ \text{cm}$

3. Check the units

Area was in cmยฒ, so the radius is in cm and the circumference is in cm. Consistent.

Matches Option C.

Why the Other Options Are Wrong (โŒ):

  • A. $49\pi$ cm โ€” Misread Question
    Repeating the area as though it were the circumference.
  • B. $7\pi$ cm โ€” Formula Misuse
    Using $C = \pi r$ instead of $2\pi r$.
  • D. $98\pi$ cm โ€” Formula Misuse
    Using $C = 2\pi r^{2}$.
  • E. $28\pi$ cm โ€” Arithmetic Error
    Using $r = 14$ from $49\pi$ mis-rooted.

Common Mistake (โš ๏ธ):
Using $C = \pi r$ or $C = 2\pi r^{2}$, or treating the given $49\pi$ as the radius squared including the $\pi$.

Takeaway (๐Ÿ“Œ):
The radius is the bridge between every circle formula. Extract it first and the rest is one substitution.

Question 13

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A length is measured as 12.5 cm, correct to the nearest 0.1 cm. What is the upper bound of the length?

  • A. $12.6$ cm
  • B. $12.55$ cm
  • C. $12.51$ cm
  • D. $12.549$ cm
  • E. $13.0$ cm

Key Idea (๐Ÿ’ก): Upper bound $= 12.5+0.05 = 12.55$ cm.

Shortcut rehearsed: Prime structure: HCF, LCM and recurring decimals โ€” Upper bound is half a unit above the stated value

ESAT specification: M2.12 - Calculate with upper and lower bounds, and use in contextual problems.

Same shortcut elsewhere: Set 4 Maths Q18 ยท Set 5 Maths Q3 ยท Set 5 Maths Q12 ยท Set 6 Maths Q4

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $12.55$ cm

Fastest Approach (๐Ÿš€):
Half of $0.1$ is $0.05$.
Upper bound $= 12.5+0.05 = 12.55$ cm.

Matches Option B.

Step-by-Step Breakdown:

1. Identify the rounding unit

The measurement is to the nearest $0.1$ cm, so $u = 0.1$.

2. Take half of it

$\dfrac{u}{2} = 0.05$

3. Form the bounds

$\text{lower bound} = 12.5-0.05 = 12.45$
$\text{upper bound} = 12.5+0.05 = 12.55$

4. Note the convention

Any true value in $12.45 \le x < 12.55$ rounds to $12.5$. The upper bound is quoted as $12.55$ even though that exact value would round up โ€” writing $12.549$ or $12.5499$ is the classic over-thinking error.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $12.6$ cm โ€” Bound Error
    Adding the whole rounding unit rather than half of it.
  • C. $12.51$ cm โ€” Bound Error
    Using a rounding unit of $0.02$ or adding $0.01$.
  • D. $12.549$ cm โ€” Convention Error
    Trying to write the largest value strictly below the bound.
  • E. $13.0$ cm โ€” Accuracy Error
    Treating the measurement as correct to the nearest centimetre.

Common Mistake (โš ๏ธ):
Adding the full rounding unit and answering $12.6$, or trying to write the largest number strictly below the bound, such as $12.549$.

Takeaway (๐Ÿ“Œ):
Bounds are always the stated value $\pm$ half the rounding unit. Quote the half-unit boundary itself as the upper bound.

Question 14

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Class A has median $62$ and interquartile range $8$. Class B has median $58$ and interquartile range $20$. Which statement is best supported?

  • A. Class B scored higher and was more consistent
  • B. Class A scored higher and was more consistent
  • C. Class A scored higher but was less consistent
  • D. The two classes performed identically
  • E. Class B contained the single highest score

Key Idea (๐Ÿ’ก): $62 > 58$, so A is higher on average. $8 < 20$, so A's middle half is more tightly packed โ€” more consistent.

Shortcut rehearsed: Quartiles, interquartile range and outliers โ€” Compare like with like: median for location, IQR for consistency

ESAT specification: M6.3 โ€” compare data sets using like-for-like summary values; use the median and interquartile range to compare distributions

Same shortcut elsewhere: Set 6 Maths Q23 ยท Set 6 Maths Q25

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. Class A scored higher and was more consistent

Fastest Approach (๐Ÿš€):
Median: $62 > 58 \implies$ A higher.
IQR: $8 < 20 \implies$ A more consistent.

Matches Option B.

Step-by-Step Breakdown:

1. Compare location

The medians are $62$ and $58$, so Class A is typically higher. Comparing medians with medians is the like-for-like comparison the question invites.

2. Compare spread

The interquartile ranges are $8$ and $20$. A smaller IQR means the middle half of the data is packed into a narrower band, so Class A is the more consistent.

3. What cannot be concluded

Neither summary says anything about the single highest score โ€” the IQR deliberately ignores the extremes. Option E is unsupported for that reason.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. Class B scored higher and was more consistent โ€” Comparison Reversed
    Reversing both comparisons.
  • C. Class A scored higher but was less consistent โ€” Spread Misread
    Reading the smaller IQR as less consistent.
  • D. The two classes performed identically โ€” Comparison Ignored
    Ignoring both differences.
  • E. Class B contained the single highest score โ€” Over-reach
    The IQR excludes the extremes, so it cannot support a claim about the maximum.

Common Mistake (โš ๏ธ):
Reading a larger IQR as 'better'. A large interquartile range means more variability, not higher achievement.

Takeaway (๐Ÿ“Œ):
One measure of location, one of spread, and never mix the two. A smaller IQR is more consistent, not higher.

Question 15

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A cube has a volume of $216\ \text{cm}^{3}$. What is its total surface area?

  • A. $36\ \text{cm}^{2}$
  • B. $1296\ \text{cm}^{2}$
  • C. $216\ \text{cm}^{2}$
  • D. $72\ \text{cm}^{2}$
  • E. $144\ \text{cm}^{2}$

Key Idea (๐Ÿ’ก): $s = \sqrt[3]{216} = 6$, so the surface area is $6s^{2} = 6(36) = 216\ \text{cm}^{2}$.

Shortcut rehearsed: Recover the defining length, then use it everywhere โ€” Recover the side length, then use it everywhere

ESAT specification: M5.15 - Know the formulae: a

Same shortcut elsewhere: Set 1 Maths Q16 ยท Set 4 Maths Q6 ยท Set 4 Maths Q15 ยท Set 6 Maths Q11

Reveal the answer & worked solution — commit to an option first

Correct Answer: C. $216\ \text{cm}^{2}$

Fastest Approach (๐Ÿš€):
$s = 6$.
$SA = 6\times 6^{2} = 216\ \text{cm}^{2}$.

Matches Option C.

Step-by-Step Breakdown:

1. Find the side length

$V = s^{3} = 216 \implies s = \sqrt[3]{216} = 6\ \text{cm}$

2. Apply the surface area formula

A cube has 6 identical square faces:
$SA = 6s^{2} = 6\times 6^{2} = 6\times 36 = 216\ \text{cm}^{2}$

3. Note the coincidence

The volume and surface area are numerically equal here โ€” a quirk of $s=6$ only, since $s^{3} = 6s^{2}$ exactly when $s=6$. Do not read anything general into it.

Matches Option C.

Why the Other Options Are Wrong (โŒ):

  • A. $36\ \text{cm}^{2}$ โ€” Omitted Factor
    Giving the area of one face only.
  • B. $1296\ \text{cm}^{2}$ โ€” Formula Misuse
    Using $6s^{3}$ or squaring the volume-derived value twice.
  • D. $72\ \text{cm}^{2}$ โ€” Face Count Error
    Using $2s^{2}$ โ€” only two faces.
  • E. $144\ \text{cm}^{2}$ โ€” Face Count Error
    Using $4s^{2}$ โ€” the lateral faces only.

Common Mistake (โš ๏ธ):
Using $s^{2} = 36$ as the surface area (one face only), or forgetting the cube root and working from $s = 216$.

Takeaway (๐Ÿ“Œ):
Cube: $V = s^{3}$, $SA = 6s^{2}$. Extract $s$ first and both formulas are one step away.

Question 16

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Two numbers are 12 and 18. What is the sum of their highest common factor and their lowest common multiple?

  • A. $42$
  • B. $36$
  • C. $30$
  • D. $48$
  • E. $216$

Key Idea (๐Ÿ’ก): $\text{HCF} = 6$, $\text{LCM} = 36$, so the sum is $42$.

Shortcut rehearsed: Prime structure: HCF, LCM and recurring decimals โ€” $\text{HCF}\times\text{LCM} = $ the product of the two numbers

ESAT specification: M2.3 - Use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highe

Same shortcut elsewhere: Set 4 Maths Q18 ยท Set 5 Maths Q3 ยท Set 5 Maths Q12 ยท Set 6 Maths Q4

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $42$

Fastest Approach (๐Ÿš€):
$12 = 2^{2}\times 3,\quad 18 = 2\times 3^{2}$.
HCF $= 2\times 3 = 6$; LCM $= 2^{2}\times 3^{2} = 36$.
$6+36 = 42$.

Matches Option A.

Step-by-Step Breakdown:

1. Prime factorise both numbers

$12 = 2^{2}\times 3$
$18 = 2\times 3^{2}$

2. Build the HCF from the lowest powers

Take the smaller index of each shared prime:
$\text{HCF} = 2^{1}\times 3^{1} = 6$

3. Build the LCM from the highest powers

Take the larger index of every prime that appears:
$\text{LCM} = 2^{2}\times 3^{2} = 36$

4. Add, and check with the product rule

$6+36 = 42$

Check: $\text{HCF}\times\text{LCM} = 6\times 36 = 216 = 12\times 18$. The identity holds, confirming both values.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $36$ โ€” Incomplete Answer
    Giving the LCM alone.
  • C. $30$ โ€” LCM Error
    Using $\text{HCF}=6$ and $\text{LCM}=24$.
  • D. $48$ โ€” HCF Error
    Using $\text{HCF}=12$ (the smaller number) and $\text{LCM}=36$.
  • E. $216$ โ€” Misread Question
    Giving $\text{HCF}\times\text{LCM}$ rather than the sum.

Common Mistake (โš ๏ธ):
Swapping the two rules โ€” taking the highest powers for the HCF and the lowest for the LCM. The HCF can never exceed the smaller number, which catches this instantly.

Takeaway (๐Ÿ“Œ):
HCF: lowest powers. LCM: highest powers. Verify with $\text{HCF}\times\text{LCM} = $ the product of the numbers.

Question 17

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In a class of 30 students, 18 study Mathematics and 15 study Physics. 5 students study neither subject. How many study both?

  • A. $8$
  • B. $3$
  • C. $25$
  • D. $13$
  • E. $5$

Key Idea (๐Ÿ’ก): $30-5 = 25$ study at least one subject, and $18+15 = 33$, so the overlap is $33-25 = 8$.

Shortcut rehearsed: Inclusion-exclusion on two sets โ€” $n(A\cup B) = n(A)+n(B)-n(A\cap B)$

ESAT specification: M7.5 - Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams

Same shortcut elsewhere: Set 2 Maths Q7 ยท Set 3 Maths Q7

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $8$

Fastest Approach (๐Ÿš€):
At least one: $30-5 = 25$.
$18+15-25 = 8$.

Matches Option A.

Step-by-Step Breakdown:

1. Find how many study at least one subject

$30-5 = 25$

The 5 who study neither sit outside both circles.

2. Apply inclusion-exclusion

$n(M\cup P) = n(M)+n(P)-n(M\cap P)$
$25 = 18+15-n(M\cap P)$

3. Solve

$n(M\cap P) = 33-25 = 8$

4. Check the regions

Maths only: $18-8 = 10$. Physics only: $15-8 = 7$. Both: $8$. Neither: $5$.
$10+7+8+5 = 30$. The four regions account for the whole class.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $3$ โ€” Omitted Group
    Ignoring the 5 who study neither.
  • C. $25$ โ€” Misread Question
    Giving the number who study at least one subject.
  • D. $13$ โ€” Region Error
    Computing $18-5$ or another partial region.
  • E. $5$ โ€” Misread Question
    Repeating the 'neither' figure.

Common Mistake (โš ๏ธ):
Forgetting the 5 who study neither and using $18+15-30 = 3$, which under-counts the overlap.

Takeaway (๐Ÿ“Œ):
Remove the 'neither' group first, then apply inclusion-exclusion. Finish by checking the four regions sum to the total.

Question 18

Back to top โ†‘

Express $0.\dot{4}\dot{5}$ (that is $0.454545\ldots$) as a fraction in its simplest form.

  • A. $\dfrac{45}{100}$
  • B. $\dfrac{1}{2}$
  • C. $\dfrac{45}{99}$
  • D. $\dfrac{5}{11}$
  • E. $\dfrac{4}{9}$

Key Idea (๐Ÿ’ก): $0.\dot4\dot5 = \dfrac{45}{99} = \dfrac{5}{11}$ after dividing by 9.

Shortcut rehearsed: Prime structure: HCF, LCM and recurring decimals โ€” Digits over the same number of nines

ESAT specification: M2.9 - Convert between terminating decimals, percentages and fractions

Same shortcut elsewhere: Set 4 Maths Q18 ยท Set 5 Maths Q3 ยท Set 5 Maths Q12 ยท Set 6 Maths Q4

Reveal the answer & worked solution — commit to an option first

Correct Answer: D. $\dfrac{5}{11}$

Fastest Approach (๐Ÿš€):
Two recurring digits $\implies \dfrac{45}{99}$.
$\div 9$: $\dfrac{5}{11}$.

Matches Option D.

Step-by-Step Breakdown:

1. Set up the algebra

Let $x = 0.454545\ldots$

The recurring block has length 2, so multiply by $10^{2}$:
$100x = 45.454545\ldots$

2. Subtract

$100x-x = 45.4545\ldots-0.4545\ldots$
$99x = 45$

The recurring tails cancel exactly โ€” that is the whole point of choosing $10^{2}$.

3. Solve

$x = \dfrac{45}{99}$

4. Simplify

$\dfrac{45}{99} = \dfrac{5}{11}$ (dividing top and bottom by 9).

The question asks for simplest form, so $\tfrac{45}{99}$ is not the final answer.

Matches Option D.

Why the Other Options Are Wrong (โŒ):

  • A. $\dfrac{45}{100}$ โ€” Conceptual Error
    Treating the decimal as terminating at two places.
  • B. $\dfrac{1}{2}$ โ€” Denominator Error
    Dividing by $90$ rather than $99$ for a two-digit recurring block.
  • C. $\dfrac{45}{99}$ โ€” Incomplete Answer
    Correct fraction, but not in simplest form as the question requires.
  • E. $\dfrac{4}{9}$ โ€” Misread Question
    Treating only the first digit as recurring.

Common Mistake (โš ๏ธ):
Stopping at $\tfrac{45}{99}$ when the question demands simplest form, or treating the decimal as terminating and writing $\tfrac{45}{100}$.

Takeaway (๐Ÿ“Œ):
$k$ recurring digits over $k$ nines, then simplify. $0.\dot3 = \tfrac39 = \tfrac13$ and $0.\dot{1}\dot{2} = \tfrac{12}{99} = \tfrac{4}{33}$ follow the same rule.

Question 19

Back to top โ†‘

A cyclist climbs a 5 km hill at 10 km/h and descends the same 5 km at 30 km/h. What is the average speed for the climb and descent together?

  • A. $20$ km/h
  • B. $18$ km/h
  • C. $15$ km/h
  • D. $12$ km/h
  • E. $25$ km/h

Key Idea (๐Ÿ’ก): $\dfrac{2(10)(30)}{40} = 15$ km/h.

Shortcut rehearsed: Equal distances mean the harmonic mean โ€” Harmonic mean again, with a wide speed ratio

ESAT specification: M1.1 - Use standard units of mass, length, time, money and other measures

Same shortcut elsewhere: Set 1 Maths Q18 ยท Set 3 Maths Q20 ยท Paper 1 Maths Q27 (Average speed calculations) ยท Paper 4 Maths Q2 (Using average speed formula (Total Distance / Total Time) and consistent units (Speed Distance Time, Algebra))

Reveal the answer & worked solution — commit to an option first

Correct Answer: C. $15$ km/h

Fastest Approach (๐Ÿš€):
$\dfrac{600}{40} = 15$ km/h.

Matches Option C.

Step-by-Step Breakdown:

1. Time each leg

Up: $\dfrac{5}{10} = 0.5$ h. Down: $\dfrac{5}{30} = \dfrac16$ h.

2. Total distance over total time

$\dfrac{10}{0.5+\tfrac16} = \dfrac{10}{\tfrac23} = 15$ km/h

3. Note how far below the midpoint it falls

The arithmetic mean is $20$, but three times as long is spent climbing as descending, so the true average is $15$ โ€” a quarter below.

Matches Option C.

Why the Other Options Are Wrong (โŒ):

  • A. $20$ km/h โ€” Averaging Error
    Taking the arithmetic mean.
  • B. $18$ km/h โ€” Estimation Error
    Partially correcting from the midpoint without computing.
  • D. $12$ km/h โ€” Estimation Error
    Over-correcting towards the slow leg.
  • E. $25$ km/h โ€” Weighting Error
    Weighting towards the descent.

Common Mistake (โš ๏ธ):
Answering $20$ km/h. The wider the speed ratio, the further the harmonic mean sits below the arithmetic one.

Takeaway (๐Ÿ“Œ):
The harmonic mean never exceeds the slower speed doubled, and approaches the slow speed as the ratio widens.

Question 20

Back to top โ†‘

A survey drone flies 12 km to a site at 40 km/h and returns along the same route at 60 km/h. What is its average speed for the round trip?

  • A. $50$ km/h
  • B. $48$ km/h
  • C. $45$ km/h
  • D. $52$ km/h
  • E. $100$ km/h

Key Idea (๐Ÿ’ก): $\bar v = \dfrac{2uv}{u+v} = \dfrac{2(40)(60)}{100} = 48$ km/h.

Shortcut rehearsed: Equal distances mean the harmonic mean โ€” Equal distances mean the harmonic mean, never the arithmetic mean

ESAT specification: M1.1 - Use standard units of mass, length, time, money and other measures

Same shortcut elsewhere: Set 1 Maths Q18 ยท Set 3 Maths Q19 ยท Paper 1 Maths Q27 (Average speed calculations) ยท Paper 4 Maths Q2 (Using average speed formula (Total Distance / Total Time) and consistent units (Speed Distance Time, Algebra))

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $48$ km/h

Fastest Approach (๐Ÿš€):
$\dfrac{2\times 40\times 60}{40+60} = \dfrac{4800}{100} = 48$ km/h.

Matches Option B.

Step-by-Step Breakdown:

1. Use the definition

Average speed is total distance over total time, not the average of the speeds.

2. Time each leg

Out: $\dfrac{12}{40} = 0.3$ h. Back: $\dfrac{12}{60} = 0.2$ h.

3. Combine

$\dfrac{24}{0.5} = 48$ km/h

The distance never mattered: for equal legs the result is always $\dfrac{2uv}{u+v}$.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $50$ km/h โ€” Averaging Error
    Taking the arithmetic mean of the two speeds.
  • C. $45$ km/h โ€” Estimation Error
    Over-correcting downwards without computing the times.
  • D. $52$ km/h โ€” Weighting Error
    Weighting towards the faster leg.
  • E. $100$ km/h โ€” Additive Error
    Adding the two speeds.

Common Mistake (โš ๏ธ):
Averaging $40$ and $60$ to get $50$. More time is spent at the slower speed, so the true average must fall below the midpoint.

Takeaway (๐Ÿ“Œ):
Equal distances: harmonic mean. Equal times: arithmetic mean. Decide which is equal before averaging anything.

Question 21

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$y$ is directly proportional to $x^{2}$. If $x$ is doubled, what happens to $y$?

  • A. It doubles
  • B. It is halved
  • C. It increases by a factor of 8
  • D. It stays the same
  • E. It increases by a factor of 4

Key Idea (๐Ÿ’ก): $y = kx^{2}$, so replacing $x$ by $2x$ gives $k(2x)^{2} = 4kx^{2}$ โ€” four times as large.

Shortcut rehearsed: One scale factor governs every length โ€” Scale by the factor raised to the power

ESAT specification: M3.6 - Understand and use proportion

Same shortcut elsewhere: Set 1 Maths Q13 ยท Set 1 Maths Q23 ยท Set 2 Maths Q17 ยท Set 4 Maths Q3

Reveal the answer & worked solution — commit to an option first

Correct Answer: E. It increases by a factor of 4

Fastest Approach (๐Ÿš€):
$(2)^{2} = 4$, so $y$ is multiplied by $4$.

Matches Option E.

Step-by-Step Breakdown:

1. Write the relationship

$y \propto x^{2} \implies y = kx^{2}$ for some constant $k$.

2. Substitute the doubled input

$y_{\text{new}} = k(2x)^{2} = k\times 4x^{2} = 4kx^{2}$

3. Compare

$\dfrac{y_{\text{new}}}{y_{\text{old}}} = \dfrac{4kx^{2}}{kx^{2}} = 4$

The constant $k$ cancels โ€” which is why proportion questions never require finding it.

4. General rule

For $y \propto x^{n}$, scaling $x$ by $f$ scales $y$ by $f^{n}$. Doubling with $n=3$ would give a factor of 8; with $n=\tfrac12$ it would give $\sqrt2$.

Matches Option E.

Why the Other Options Are Wrong (โŒ):

  • A. It doubles โ€” Power Ignored
    Applying direct proportion to $x$ rather than to $x^{2}$.
  • B. It is halved โ€” Proportion Inversion
    Treating the relationship as inverse proportion.
  • C. It increases by a factor of 8 โ€” Power Error
    Using $x^{3}$ instead of $x^{2}$.
  • D. It stays the same โ€” Conceptual Error
    Assuming the constant absorbs the change.

Common Mistake (โš ๏ธ):
Doubling $y$ as well, which would only be right for $y \propto x$. The square applies to the scale factor too.

Takeaway (๐Ÿ“Œ):
The whole bracket gets raised to the power, scale factor included. $f^{n}$ is the only calculation needed.

Question 22

Back to top โ†‘

Simplify $\left(2x^{3}\right)^{4}$.

  • A. $2x^{12}$
  • B. $16x^{12}$
  • C. $8x^{12}$
  • D. $16x^{7}$
  • E. $2x^{7}$

Key Idea (๐Ÿ’ก): $2^{4} = 16$ and $\left(x^{3}\right)^{4} = x^{12}$, giving $16x^{12}$.

Shortcut rehearsed: Index laws for products, roots and reciprocals โ€” The outer index applies to every factor inside the bracket

ESAT specification: M2.7 - Use index laws to simplify numerical expressions

Same shortcut elsewhere: Set 1 Maths Q25 ยท Set 2 Maths Q14 ยท Set 4 Maths Q7 ยท Set 5 Maths Q25

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $16x^{12}$

Fastest Approach (๐Ÿš€):
$2^{4} = 16;\ x^{3\times 4} = x^{12}$.
$16x^{12}$.

Matches Option B.

Step-by-Step Breakdown:

1. Distribute the outer index

$\left(2x^{3}\right)^{4} = 2^{4}\times\left(x^{3}\right)^{4}$

Every factor inside the bracket takes the outer power, the coefficient included.

2. Evaluate each part

$2^{4} = 16$
$\left(x^{3}\right)^{4} = x^{3\times 4} = x^{12}$

Powers of powers multiply; they do not add.

3. Combine

$16x^{12}$

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $2x^{12}$ โ€” Coefficient Ignored
    Forgetting to raise the coefficient to the fourth power.
  • C. $8x^{12}$ โ€” Index Error
    Using $2^{3}$ instead of $2^{4}$.
  • D. $16x^{7}$ โ€” Index Law Error
    Adding the indices: $3+4 = 7$.
  • E. $2x^{7}$ โ€” Index Law Error
    Both errors together.

Common Mistake (โš ๏ธ):
Leaving the coefficient untouched ($2x^{12}$) or adding the indices ($x^{7}$) instead of multiplying them.

Takeaway (๐Ÿ“Œ):
$(ab)^n = a^n b^n$ and $(a^m)^n = a^{mn}$. Coefficient raised, indices multiplied.

Question 23

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A rectangle has a perimeter of 36 cm. Its length is 4 cm greater than its width. What is its area?

  • A. $77\ \text{cm}^{2}$
  • B. $80\ \text{cm}^{2}$
  • C. $72\ \text{cm}^{2}$
  • D. $96\ \text{cm}^{2}$
  • E. $64\ \text{cm}^{2}$

Key Idea (๐Ÿ’ก): $l+w = 18$ and $l-w = 4$, so $l = 11$, $w = 7$ and the area is $77\ \text{cm}^{2}$.

Shortcut rehearsed: Add or subtract when the coefficients line up โ€” Use the semi-perimeter to halve the algebra

ESAT specification: M4.15 - Set up and solve, both algebraically and graphically, simple equations including simultaneous equations involving two un

Same shortcut elsewhere: Set 1 Maths Q26 ยท Set 4 Maths Q1 ยท Set 6 Maths Q16 ยท Paper 1 Maths Q9 (Simultaneous Equations)

Reveal the answer & worked solution — commit to an option first

Correct Answer: A. $77\ \text{cm}^{2}$

Fastest Approach (๐Ÿš€):
$l+w = \dfrac{36}{2} = 18,\quad l-w = 4$.
Adding: $2l = 22 \implies l = 11,\ w = 7$.
Area $= 11\times 7 = 77\ \text{cm}^{2}$.

Matches Option A.

Step-by-Step Breakdown:

1. Halve the perimeter

$P = 2(l+w) = 36 \implies l+w = 18$

Working with the semi-perimeter avoids carrying a factor of 2 through the algebra.

2. Write the second relationship

$l = w+4 \implies l-w = 4$

3. Solve the sum-and-difference pair

Adding the two equations:
$2l = 22 \implies l = 11$
Subtracting:
$2w = 14 \implies w = 7$

4. Compute the area

$A = 11\times 7 = 77\ \text{cm}^{2}$

Check: perimeter $= 2(11+7) = 36$. Correct.

Matches Option A.

Why the Other Options Are Wrong (โŒ):

  • B. $80\ \text{cm}^{2}$ โ€” Solving Error
    Using $l=10$, $w=8$ from a mis-solved pair.
  • C. $72\ \text{cm}^{2}$ โ€” Setup Error
    Using $l=12$, $w=6$ โ€” a difference of 6 rather than 4.
  • D. $96\ \text{cm}^{2}$ โ€” Perimeter Error
    Forgetting to halve the perimeter and scaling down partially.
  • E. $64\ \text{cm}^{2}$ โ€” Constraint Ignored
    Assuming a square with side 8.

Common Mistake (โš ๏ธ):
Using $l+w = 36$ instead of $18$, which gives a rectangle of 20 by 16 and an area far too large.

Takeaway (๐Ÿ“Œ):
Given a sum and a difference, add and subtract the equations. Halving the perimeter first is what makes them a clean sum-and-difference pair.

Question 24

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Three fifths of a number is $42$. What is the number?

  • A. $25.2$
  • B. $14$
  • C. $105$
  • D. $63$
  • E. $70$

Key Idea (๐Ÿ’ก): $\tfrac35 \to 42$, so $\tfrac15 \to 14$ and $\tfrac55 \to 70$.

Shortcut rehearsed: Factorise before cancelling โ€” Divide by the fraction, or scale one part up

ESAT specification: M3.7 - Identify and work with fractions in ratio problems.

Same shortcut elsewhere: Set 1 Maths Q6 ยท Set 1 Maths Q21 ยท Set 5 Maths Q18 ยท Set 5 Maths Q24

Reveal the answer & worked solution — commit to an option first

Correct Answer: E. $70$

Fastest Approach (๐Ÿš€):
$42\div 3 = 14$ is one fifth.
$14\times 5 = 70$.

Matches Option E.

Step-by-Step Breakdown:

1. Set up the relationship

$\dfrac35 \times N = 42$

2. Find one fifth

If three fifths is 42, then one fifth is
$42\div 3 = 14$

3. Scale to the whole

$N = 14\times 5 = 70$

4. Equivalent method

$N = 42\div\dfrac35 = 42\times\dfrac53 = 70$. Dividing by a fraction is multiplying by its reciprocal.

Matches Option E.

Why the Other Options Are Wrong (โŒ):

  • A. $25.2$ โ€” Direction Error
    Multiplying by $\tfrac35$ rather than dividing.
  • B. $14$ โ€” Incomplete Answer
    Giving one fifth of the number.
  • C. $105$ โ€” Fraction Error
    Dividing by $\tfrac25$ instead of $\tfrac35$.
  • D. $63$ โ€” Fraction Error
    Adding half of 42, or using $\tfrac23$.

Common Mistake (โš ๏ธ):
Multiplying by the fraction instead of dividing, giving $42\times\tfrac35 = 25.2$. The answer must be larger than 42, since 42 is only part of it.

Takeaway (๐Ÿ“Œ):
Find one part, then scale. Sanity-check the direction: taking a proper fraction shrinks a number, so reversing it must grow.

Question 25

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A cyclist travels at $15\ \text{m/s}$. What is this speed in km/h?

  • A. $4.17$ km/h
  • B. $90$ km/h
  • C. $900$ km/h
  • D. $150$ km/h
  • E. $54$ km/h

Key Idea (๐Ÿ’ก): $15\times 3.6 = 54$ km/h.

Shortcut rehearsed: Rates add; times do not โ€” m/s to km/h: multiply by $3.6$

ESAT specification: M1.2 - Change freely between related standard units (e.g

Same shortcut elsewhere: Set 2 Maths Q6 ยท Set 2 Maths Q23 ยท Set 2 Maths Q25 ยท Set 4 Maths Q21

Reveal the answer & worked solution — commit to an option first

Correct Answer: E. $54$ km/h

Fastest Approach (๐Ÿš€):
$\times 3600$ then $\div 1000$ is $\times 3.6$.
$15\times 3.6 = 54$ km/h.

Matches Option E.

Step-by-Step Breakdown:

1. Convert the time unit

In one hour the cyclist covers
$15\ \text{m/s}\times 3600\ \text{s} = 54\,000\ \text{m}$

2. Convert the distance unit

$54\,000\ \text{m} = \dfrac{54\,000}{1000} = 54\ \text{km}$

3. State the speed

$54$ km/h.

4. The single factor

$\dfrac{3600}{1000} = 3.6$, so m/s to km/h is always $\times 3.6$, and km/h to m/s is always $\div 3.6$.

Matches Option E.

Why the Other Options Are Wrong (โŒ):

  • A. $4.17$ km/h โ€” Direction Error
    Dividing by 3.6 rather than multiplying.
  • B. $90$ km/h โ€” Conversion Error
    Multiplying by 6, or converting only the minutes.
  • C. $900$ km/h โ€” Conversion Error
    Multiplying by 60 rather than 3.6.
  • D. $150$ km/h โ€” Conversion Error
    Multiplying by 10.

Common Mistake (โš ๏ธ):
Dividing by 3.6 instead of multiplying, giving $4.17$. A speed in km/h is numerically larger than the same speed in m/s.

Takeaway (๐Ÿ“Œ):
$\times 3.6$ for m/s $\to$ km/h; $\div 3.6$ the other way. The km/h figure is always the bigger number.

Question 26

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Evaluate $\left(6\times 10^{5}\right)\times\left(4\times 10^{-2}\right)$, giving your answer in standard form.

  • A. $24\times 10^{3}$
  • B. $2.4\times 10^{3}$
  • C. $2.4\times 10^{-10}$
  • D. $2.4\times 10^{4}$
  • E. $10\times 10^{3}$

Key Idea (๐Ÿ’ก): $6\times 4 = 24$ and $10^{5}\times 10^{-2} = 10^{3}$, so $24\times 10^{3} = 2.4\times 10^{4}$.

Shortcut rehearsed: Index laws for products, roots and reciprocals โ€” Multiply the mantissas, add the indices, then renormalise

ESAT specification: M2.8 - Interpret, order and calculate with numbers written in standard index form (standard form)

Same shortcut elsewhere: Set 1 Maths Q25 ยท Set 2 Maths Q14 ยท Set 4 Maths Q7 ยท Set 5 Maths Q25

Reveal the answer & worked solution — commit to an option first

Correct Answer: D. $2.4\times 10^{4}$

Fastest Approach (๐Ÿš€):
$24\times 10^{3}$.
Renormalise: $2.4\times 10^{4}$.

Matches Option D.

Step-by-Step Breakdown:

1. Separate mantissas and powers

$\left(6\times 4\right)\times\left(10^{5}\times 10^{-2}\right)$

2. Multiply and add

$6\times 4 = 24$
$10^{5}\times 10^{-2} = 10^{\,5+(-2)} = 10^{3}$

3. Renormalise

$24\times 10^{3}$ is not standard form, since the mantissa must lie in $[1,10)$:
$24\times 10^{3} = 2.4\times 10^{1}\times 10^{3} = 2.4\times 10^{4}$

Moving the decimal point one place left raises the index by one.

Matches Option D.

Why the Other Options Are Wrong (โŒ):

  • A. $24\times 10^{3}$ โ€” Normalisation Error
    Correct value but not written in standard form.
  • B. $2.4\times 10^{3}$ โ€” Index Error
    Renormalising the mantissa without adjusting the index.
  • C. $2.4\times 10^{-10}$ โ€” Index Error
    Multiplying the indices instead of adding them.
  • E. $10\times 10^{3}$ โ€” Arithmetic Error
    Mis-multiplying $6\times 4$ as $10$.

Common Mistake (โš ๏ธ):
Leaving the answer as $24\times 10^{3}$. It is numerically right but not in standard form, and it is offered as a distractor for exactly that reason.

Takeaway (๐Ÿ“Œ):
Multiply, add indices, then check the mantissa is between 1 and 10. Renormalising changes the index by the number of places moved.

Question 27

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Given that $x+y = 9$ and $xy = 14$, what is the value of $x^{2}+y^{2}$?

  • A. $81$
  • B. $53$
  • C. $67$
  • D. $95$
  • E. $25$

Key Idea (๐Ÿ’ก): $x^{2}+y^{2} = (x+y)^{2}-2xy = 81-28 = 53$.

Shortcut rehearsed: Symmetric identities in two variables โ€” Rewrite $x^{2}+y^{2}$ in terms of the sum and the product

ESAT specification: M4.4 - Collect like terms, multiply a single term over a bracket, take out common factors

Same shortcut elsewhere: Set 1 Maths Q20 ยท Set 4 Maths Q20

Reveal the answer & worked solution — commit to an option first

Correct Answer: B. $53$

Fastest Approach (๐Ÿš€):
$(x+y)^{2} = 81$ and $2xy = 28$.
$81-28 = 53$.

Matches Option B.

Step-by-Step Breakdown:

1. Choose the identity

$(x+y)^{2} = x^{2}+2xy+y^{2}$, so
$x^{2}+y^{2} = (x+y)^{2}-2xy$

2. Substitute

$= 9^{2}-2(14) = 81-28 = 53$

3. Check

$x$ and $y$ are the roots of $t^{2}-9t+14 = 0$, namely $2$ and $7$. Indeed $4+49 = 53$.

Matches Option B.

Why the Other Options Are Wrong (โŒ):

  • A. $81$ โ€” Incomplete Answer
    Giving $(x+y)^{2}$ without subtracting $2xy$.
  • C. $67$ โ€” Omitted Factor
    Subtracting $xy$ once instead of twice.
  • D. $95$ โ€” Sign Error
    Adding $2xy$ rather than subtracting it.
  • E. $25$ โ€” Formula Misuse
    Using $(x-y)^{2}$ by mistake.

Common Mistake (โš ๏ธ):
Answering $81$, which is $(x+y)^{2}$ โ€” the identity's starting point, not its result.

Takeaway (๐Ÿ“Œ):
$x^{2}+y^{2} = (x+y)^{2}-2xy$ and $x^{3}+y^{3} = (x+y)^{3}-3xy(x+y)$. Both convert a symmetric target into given data.

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