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
Back to top โEvaluate $\sqrt{0.0004}$.
Key Idea (๐ก): $0.0004 = \dfrac{4}{10^{4}}$, 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 (๐):
$0.0004 = \dfrac{4}{10\,000}$.
$\sqrt{\ } = \dfrac{2}{100} = 0.02$.
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):
- 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 (โ ๏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 (๐):
Convert the decimal to $\dfrac{a}{10^{2k}}$, then the root is $\dfrac{\sqrt a}{10^{k}}$. Confirm by squaring the answer.
Question 2
Back to top โA 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?
Key Idea (๐ก): $P(\text{none faulty}) = \dfrac{7}{10}\times\dfrac69 = \dfrac{7}{15}$, 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 (๐):
$P(\text{no faulty}) = \dfrac{7}{10}\times\dfrac{6}{9} = \dfrac{42}{90} = \dfrac{7}{15}$.
$1-\dfrac{7}{15} = \dfrac{8}{15}$.
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):
- 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 (โ ๏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 (๐):
'At least one' means $1-P(\text{none})$. Without replacement, reduce both the favourable count and the total for the second draw.
Question 3
Back to top โWhat is the sum of the interior angles of a hexagon?
Key Idea (๐ก): $(6-2)\times 180^\circ = 720^\circ$.
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 (๐):
$(6-2)\times 180 = 4\times 180 = 720^{\circ}$.
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):
- 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 (โ ๏ธ):
Using $n\times 180$ and answering $1080^\circ$, or confusing the interior sum with the exterior sum of $360^\circ$.
Takeaway (๐):
Interior sum $= (n-2)180^\circ$ for any polygon; exterior sum $= 360^\circ$ always. Only the interior sum depends on $n$.
Question 4
Back to top โWhat is the $n$th term of the sequence $3,\ 10,\ 21,\ 36,\ 55,\ \ldots$?
Key Idea (๐ก): 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 (๐):
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):
- 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 (โ ๏ธ):
Using the second difference $4$ as the leading coefficient, or accepting a formula that matches only the first term.
Takeaway (๐):
Second difference $= 2a$ every time. Subtract $an^{2}$ and the remainder is always linear.
Question 5
Back to top โWhat is the sum of the roots of $3x^{2}-10x+8 = 0$?
Key Idea (๐ก): $-\dfrac{b}{a} = -\dfrac{-10}{3} = \dfrac{10}{3}$.
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 (๐):
$\alpha+\beta = -\dfrac{b}{a} = \dfrac{10}{3}$.
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):
- 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 (โ ๏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 (๐):
Sum $=-b/a$, product $=c/a$. Both are two-second reads once the coefficients are written down.
Question 6
Back to top โEvaluate $\dfrac{1}{\frac{1}{3}+\frac{1}{6}}$.
Key Idea (๐ก): $\tfrac13+\tfrac16 = \tfrac12$, 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 (๐):
$\dfrac13+\dfrac16 = \dfrac26+\dfrac16 = \dfrac36 = \dfrac12$.
$\dfrac{1}{1/2} = 2$.
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):
- 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 (โ ๏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 (๐):
$\dfrac{1}{a+b} \ne \dfrac1a+\dfrac1b$. Combine the denominator into a single fraction, then take one reciprocal.
Question 7
Back to top โIn a class of 32 students, 18 study French, 15 study German and 5 study neither language. How many study both?
Key Idea (๐ก): $|F\cup G| = 32-5 = 27$, 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 (๐):
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):
- 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 (โ ๏ธ):
Using $32$ as the union and getting $1$, forgetting that five students are outside both sets.
Takeaway (๐):
The same identity solves for whichever term is missing. Deduce the union from the 'neither' count first.
Question 8
Back to top โA 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?
Key Idea (๐ก): $\tan\theta = \tfrac43 \implies \theta \approx 53^{\circ}$, 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 (๐):
$\tan\theta = \dfrac{4}{3} \implies \theta \approx 53^{\circ}$.
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):
- 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 (โ ๏ธ):
Using $\tan\theta = \tfrac34$ and answering $037^\circ$ โ that is the angle from east, not from north.
Takeaway (๐):
Bearings: clockwise from north, three figures. Set the ratio up as east over north and the angle comes out directly.
Question 9
Back to top โWhat is the 50th term of the sequence $7,\ 11,\ 15,\ 19,\ \ldots$?
Key Idea (๐ก): $d = 4$ 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 (๐):
$d = 4$; 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):
- 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 (โ ๏ธ):
Writing $u_n = 4n$ and answering 200, or using $u_n = 4n+7$ by taking the first term as the constant.
Takeaway (๐):
$u_n = dn + u_0$. Stepping back one term to get $u_0$ is quicker and safer than substituting and solving.
Question 10
Back to top โAn item is bought for ยฃ80 and sold for ยฃ100. What is the percentage profit?
Key Idea (๐ก): 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 (๐):
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):
- 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 (โ ๏ธ):
Dividing the profit by the selling price and answering 20%. That is margin, not percentage profit.
Takeaway (๐):
Percentage change $= \dfrac{\text{change}}{\text{original}}$. For profit the 'original' is always the cost price.
Question 11
Back to top โA pie chart shows how 240 people travel to work. The sector for 'walk' has an angle of $84^{\circ}$. How many people walk?
Key Idea (๐ก): $\dfrac{84}{360} = \dfrac{7}{30}$ 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 (๐):
$\dfrac{84}{360}\times 240 = \dfrac{84}{3}\times 2 = 56$.
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):
- 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 (โ ๏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 (๐):
Frequency $= \dfrac{\text{angle}}{360}\times\text{total}$. Going the other way, $\text{angle} = \dfrac{\text{frequency}}{\text{total}}\times 360$.
Question 12
Back to top โA circle has area $49\pi\ \text{cm}^{2}$. What is its circumference?
Key Idea (๐ก): $\pi r^{2} = 49\pi \implies r = 7$, 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 (๐):
$r^{2} = 49 \implies r = 7$.
$C = 2\pi r = 14\pi$ 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):
- 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 (โ ๏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 (๐):
The radius is the bridge between every circle formula. Extract it first and the rest is one substitution.
Question 13
Back to top โA length is measured as 12.5 cm, correct to the nearest 0.1 cm. What is the upper bound of the length?
Key Idea (๐ก): 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 (๐):
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):
- 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 (โ ๏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 (๐):
Bounds are always the stated value $\pm$ half the rounding unit. Quote the half-unit boundary itself as the upper bound.
Question 14
Back to top โClass A has median $62$ and interquartile range $8$. Class B has median $58$ and interquartile range $20$. Which statement is best supported?
Key Idea (๐ก): $62 > 58$, 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 (๐):
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):
- 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 (โ ๏ธ):
Reading a larger IQR as 'better'. A large interquartile range means more variability, not higher achievement.
Takeaway (๐):
One measure of location, one of spread, and never mix the two. A smaller IQR is more consistent, not higher.
Question 15
Back to top โA cube has a volume of $216\ \text{cm}^{3}$. What is its total surface area?
Key Idea (๐ก): $s = \sqrt[3]{216} = 6$, 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 (๐):
$s = 6$.
$SA = 6\times 6^{2} = 216\ \text{cm}^{2}$.
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):
- 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 (โ ๏ธ):
Using $s^{2} = 36$ as the surface area (one face only), or forgetting the cube root and working from $s = 216$.
Takeaway (๐):
Cube: $V = s^{3}$, $SA = 6s^{2}$. Extract $s$ first and both formulas are one step away.
Question 16
Back to top โTwo numbers are 12 and 18. What is the sum of their highest common factor and their lowest common multiple?
Key Idea (๐ก): $\text{HCF} = 6$, $\text{LCM} = 36$, 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 (๐):
$12 = 2^{2}\times 3,\quad 18 = 2\times 3^{2}$.
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):
- 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 (โ ๏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 (๐):
HCF: lowest powers. LCM: highest powers. Verify with $\text{HCF}\times\text{LCM} = $ the product of the numbers.
Question 17
Back to top โIn a class of 30 students, 18 study Mathematics and 15 study Physics. 5 students study neither subject. How many study both?
Key Idea (๐ก): $30-5 = 25$ 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 (๐):
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):
- 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 (โ ๏ธ):
Forgetting the 5 who study neither and using $18+15-30 = 3$, which under-counts the overlap.
Takeaway (๐):
Remove the 'neither' group first, then apply inclusion-exclusion. Finish by checking the four regions sum to the total.
Question 18
Back to top โExpress $0.\dot{4}\dot{5}$ (that is $0.454545\ldots$) as a fraction in its simplest form.
Key Idea (๐ก): $0.\dot4\dot5 = \dfrac{45}{99} = \dfrac{5}{11}$ 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 (๐):
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):
- 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 (โ ๏ธ):
Stopping at $\tfrac{45}{99}$ when the question demands simplest form, or treating the decimal as terminating and writing $\tfrac{45}{100}$.
Takeaway (๐):
$k$ 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 โA 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?
Key Idea (๐ก): $\dfrac{2(10)(30)}{40} = 15$ 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 (๐):
$\dfrac{600}{40} = 15$ 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):
- 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 (โ ๏ธ):
Answering $20$ km/h. The wider the speed ratio, the further the harmonic mean sits below the arithmetic one.
Takeaway (๐):
The harmonic mean never exceeds the slower speed doubled, and approaches the slow speed as the ratio widens.
Question 20
Back to top โA 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?
Key Idea (๐ก): $\bar v = \dfrac{2uv}{u+v} = \dfrac{2(40)(60)}{100} = 48$ 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 (๐):
$\dfrac{2\times 40\times 60}{40+60} = \dfrac{4800}{100} = 48$ 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):
- 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 (โ ๏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 (๐):
Equal distances: harmonic mean. Equal times: arithmetic mean. Decide which is equal before averaging anything.
Question 21
Back to top โ$y$ is directly proportional to $x^{2}$. If $x$ is doubled, what happens to $y$?
Key Idea (๐ก): $y = kx^{2}$, 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 (๐):
$(2)^{2} = 4$, 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):
- 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 (โ ๏ธ):
Doubling $y$ as well, which would only be right for $y \propto x$. The square applies to the scale factor too.
Takeaway (๐):
The whole bracket gets raised to the power, scale factor included. $f^{n}$ is the only calculation needed.
Question 22
Back to top โSimplify $\left(2x^{3}\right)^{4}$.
Key Idea (๐ก): $2^{4} = 16$ 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 (๐):
$2^{4} = 16;\ x^{3\times 4} = x^{12}$.
$16x^{12}$.
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):
- 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 (โ ๏ธ):
Leaving the coefficient untouched ($2x^{12}$) or adding the indices ($x^{7}$) instead of multiplying them.
Takeaway (๐):
$(ab)^n = a^n b^n$ and $(a^m)^n = a^{mn}$. Coefficient raised, indices multiplied.
Question 23
Back to top โA rectangle has a perimeter of 36 cm. Its length is 4 cm greater than its width. What is its area?
Key Idea (๐ก): $l+w = 18$ 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 (๐):
$l+w = \dfrac{36}{2} = 18,\quad l-w = 4$.
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):
- 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 (โ ๏ธ):
Using $l+w = 36$ instead of $18$, which gives a rectangle of 20 by 16 and an area far too large.
Takeaway (๐):
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
Back to top โThree fifths of a number is $42$. What is the number?
Key Idea (๐ก): $\tfrac35 \to 42$, 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 (๐):
$42\div 3 = 14$ 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):
- 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 (โ ๏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 (๐):
Find one part, then scale. Sanity-check the direction: taking a proper fraction shrinks a number, so reversing it must grow.
Question 25
Back to top โA cyclist travels at $15\ \text{m/s}$. What is this speed in km/h?
Key Idea (๐ก): $15\times 3.6 = 54$ 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 (๐):
$\times 3600$ 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):
- 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 (โ ๏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 (๐):
$\times 3.6$ for m/s $\to$ km/h; $\div 3.6$ the other way. The km/h figure is always the bigger number.
Question 26
Back to top โEvaluate $\left(6\times 10^{5}\right)\times\left(4\times 10^{-2}\right)$, giving your answer in standard form.
Key Idea (๐ก): $6\times 4 = 24$ 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 (๐):
$24\times 10^{3}$.
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):
- 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 (โ ๏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 (๐):
Multiply, add indices, then check the mantissa is between 1 and 10. Renormalising changes the index by the number of places moved.
Question 27
Back to top โGiven that $x+y = 9$ and $xy = 14$, what is the value of $x^{2}+y^{2}$?
Key Idea (๐ก): $x^{2}+y^{2} = (x+y)^{2}-2xy = 81-28 = 53$.
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 (๐):
$(x+y)^{2} = 81$ 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):
- 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 (โ ๏ธ):
Answering $81$, which is $(x+y)^{2}$ โ the identity's starting point, not its result.
Takeaway (๐):
$x^{2}+y^{2} = (x+y)^{2}-2xy$ and $x^{3}+y^{3} = (x+y)^{3}-3xy(x+y)$. Both convert a symmetric target into given data.