How the 30-mark Paper 032 question is built from several topics, what “formulate” means, how conceptual, algorithmic and reasoning marks are awarded, and a full practice question with tagged marks.
5 narrated scenes. Press play, listen and read along — the points appear as they are explained. Use ‹ Prev / Next › or the scene bar to jump to any scene.
One compulsory question, 90 minutes, and it can draw on any section: savings, probability, motion. The skill is spotting the mathematics inside the story.
Narration uses your device’s built-in voice. No sound? Switch to “Captions only” — the captions advance on their own.
Copy these into your notebook in your own words — that is how they stick.
One compulsory question; 1½ hours; 30 marks; any section(s); calculator allowed.
CK 9, AK 12, R 9 (weighted 12, 16, 12).
Write the equation or model from the words, then solve it.
AP: Sₙ = ½n[2a + (n − 1)d]. GP: Sₙ = a(rⁿ − 1)/(r − 1).
Tree diagram: multiply along, add branches; P(A | B) = P(A ∩ B)/P(B).
Distance = area under the v–t graph; a = gradient.
Interpret, compare, justify with numbers.
3 minutes per mark; check the reasoning sentences.
8 items modelled on real CSEC Paper 1 questions. Choose one answer for each, then check. Aim for 80% or better. Work each item on paper first.
Write full answers, then reveal the mark scheme and tick the points you earned (30 marks in total). Show all your working — method marks count. Your answers are saved on this device.
Question 1 [30 marks]
A school club is raising money for a trip. Answer all parts. A calculator may be used.
(a) (a) The club saves $40 in week 1, $55 in week 2, $70 in week 3 and so on, increasing by the same amount each week for 20 weeks. Formulate an expression for the total saved and calculate it. [3]
(b) (b)(i) A donor gives $2 in week 1, $4 in week 2, doubling every week. Formulate and calculate the total given in the first 8 weeks. [3]
(c) (b)(ii) In which week does the donor’s weekly gift first exceed $1 000? Compare the two totals after 10 weeks and comment. [4]
(d) (c)(i) 60% of the students are in the lower school and 40% in the upper school. 30% of lower-school and 50% of upper-school students buy a ticket. Construct a well-labelled tree diagram with all probabilities. [3]
(e) (c)(ii) A student is chosen at random. Find the probability that the student buys a ticket. [3]
(f) (c)(iii) Given that the student bought a ticket, find the probability that the student is in the lower school, and interpret your answer. [3]
(g) (c)(iv) Are “lower school” and “buys a ticket” independent? Justify. [3]
(h) (d)(i) A cart for the sale accelerates uniformly from rest at 0.5 m/s² for 20 s. Find its speed after 20 s. [1]
(i) (d)(ii) The cart then travels at this speed for 60 s and finally comes to rest uniformly in 10 s. Calculate the total distance travelled. [3]
(j) (d)(iii) Calculate the average speed for the whole journey and explain why it is less than the maximum speed. [2]
(k) (e) State TWO assumptions made in part (b) and one limitation of the model. [2]
Everything in this lesson is based on these parts of the CXC syllabus and papers.