PS– The only questions I have excluded are about scale drawing/bearings questions (they are difficult to ensure that they still “work” from the original) and 1 questionnaire question from Eduqas. I made a tree diagram starting with one and extending it to the number(s) that it can be arranged with. I then did the same with the new number(s) and kept on going until there were no more numbers to choose from. The tree diagram looked a bit like this (this is just a portion of it): Other people started by thinking about the numbers available. James and Joshua started with the largest numbers: Please note that these questions have been copied/retyped from the original sample/specimen assessment materials and whilst every effort has been made to ensure there are no errors, any that do appear are mine and not the exam boards (similarly any errors I have corrected from the originals are also my corrections and not theirs!). The below are all the questions collated by topic that appear on BOTH TIERS from the below samples and specimens:

Please also see my other notes about this resource ON THIS POSTand you can find the Higher tier questions on this post -> HERE Laila believed there was only one possible chain (which could go in either direction). Can you see how James and Joshua's method adds more evidence to Laila's argument? quad 9\quad 7\quad 2\quad 14\quad 11\quad 5\quad 4\quad 12\quad 13\quad 3\quad 6\quad 10\quad 15\quad 1\quad 8\quad 17\]NOTE: I hope I have “caught” all the questions that appeared on both tiers but may have missed some – I am human after all! PS – The only questions I have excluded , are a few of the questions in relation to scale drawings and bearings due to scaling the pictures. We also received some fantastic explanation. Rohan and Anson started by thinking about the square numbers available. Anson wrote: The objective is to provide support to fellow teachers and to give you a flavour of how different topics “could” be examined. They should not be used to form a decision as to which board to use (as if they would .. but it needs to be said!). There is no guarantee that a topic will or won’t appear in the “live” papers from a specific exam board or that examination of a topic will be as shown in these questions.

Find the ways adding up to every square number until 25 and just put them together without repeating any number. Well done to James and Joshua from RMH Hospital Schoolroom in the UK, Jose, Veer and Edward from Dulwich College in the UK, Raul and Belen from Cambridge House Community College Valencia in Spain, Laila from England, Amy from Hutchesons’ Grammar in Scotland, Dang Le Anh from Delta Global School in Vietnam, Muhammad Mustafa from Pakistan, Anson, Zahra and We] worked out that 16 could only be joined to 9 and so had to be at one end. This first attempt came to a dead-end [so they] began to systematically look at other large numbers and how they would need to be paired. [We] found that they all needed to be paired with two particular lower numbers, and used this information to create a chain that worked.